an analysis on students’ errors in using conditional sentences type...

AN ANALYSIS ON STUDENTS’ ERRORS IN USING

CONDITIONAL SENTENCES TYPE II

(A Case Study on Second Grade of Natural Sciences Students of National Senior

High School 9 Kota Tangerang Selatan)

Written By:

Fitri Rahmawati

NIM: 108014000027

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

ABSTRACT

AN ANALYSIS ON STUDENTS’ ERRORS IN USING CONDITIONAL SENTENCES TYPE II A Case Study on Second Grade of Natural Sciences

Students of National Senior High School 9 Kota Tangerang Selatan. Skripsi Of

English Education Department at Faculty of Tarbiyah and Teacher’s Training of

State Islamic University Syarif Hidayatullah Jakarta.

Keywords: Error, Error Analysis, Types of Error, Frequency of Occurrence,

Causes of Errors.

The objective of this study is to identify and to classify the error types, to

find out the occurrence frequency of each error types and to find out the causes of

errors of conditional sentence type II in Second Grade of Natural Science of

National Senior High School 9 Kota Tangerang Selatan.

The method used in this study is qualitative method. The qualitative design

applied in this study was case study. This study is also conducted using error

analysis procedures started from data collection, identification of errors,

description of errors, explanation of errors, and evaluation of errors. In this study,

the data were collected using observation, test, and interview (both teacher’s and

students’ interview).

The result is known that the students committed four kinds of errors, i.e.:

omission, addition, misformation and misorder. From those, the students’ errors

are mostly in misformation. It took 54, 89%. Moreover, 35,33% errors fell into

addition and 9,02% errors fell into omission; whereas, for misorder, it only took

0,76% errors.

i

ABSTRACT

AN ANALYSIS ON STUDENTS’ ERRORS IN USING CONDITIONAL SENTENCES TYPE II A Case Study on Second Grade of Natural Sciences

Students of SMAN 9 Kota Tangerang Selatan. Skripsi Of English Education

Department at Faculty of Tarbiyah and Teacher’s Training of State Islamic

University Syarif Hidayatullah Jakarta.

Keywords: Error, Error Analysis, Types of Error, Frequency of Occurrence,

Causes of Errors.

Tujuan dari penelitian ini adalah untuk menganalisa dan untuk

menggolongkan tipe-tipe kesalahan, untuk menemukan frekuensi terjadinya

kesalahan-kesalahan disetiap tipe dan untuk menemukan penyebab terjadinya

kesalahan dalam penggunaan kalimat pengandaian tipe kedua di kelas 2 IPA

SMAN 9 Kota Tangerang Selatan.

Metode yang digunakan dalam penelitian ini adalah metode kualitatif.

Desain kualitatif yang diterapkan dalam penelitian berupa studi kasus. Penelitian

ini juga dilakukan dengan menggunakan prosedur error analysis mulai dari

pengumpulan data, identifikasi kesalahan, penjabaran kesalahan, penjelasan

kesalahan, dan evaluasi kesalahan. Dalam penelitian ini, data didapat melalui

pengamatan, tes, dan wawancara (baik wawancara guru maupun wawancara

siswa).

Hasil Penelitian menunjukkan bahwa siswa melakukan empat jenis

kesalahan, yakni omission, addition, misformation dan misorder. Dari keempat

jenis kesalahan tersebut, kesalahan terbanyak terletak pada misformation.

Terdapat sebanyak 54, 89%. Lebih lanjut, diketahui bahwa 35,33% terjadi pada

addition dan 9,02% terjadi pada omission; sementara hanya ditemukan sebanyak

0,76% pada misorder.

ii

ACKNOWLEDGEMENT

ــــــــ الرحيــــــــ ــــــه الرحمن ا ل لــ

بســــــــ

In the name of Allah, the Most Gracious and the Most Merciful

Praise be to Allah who has given the writer His love and compassion to

finish the last assignment in her study. Peace and salutation be upon the prophet

Muhammad SAW, his family, his companion, and his adherence.

Alhamdulillah by the grace of Allah, the writer could finish her research

paper. It would not be possible without the guidance and the help of several

individuals who in one way or another contributed and extended their valuable

assistance in the preparation and completion of this study.

The writer’s sincere gratitude goes to:

1. Her parents and husband for supporting her throughout all her studies at

University.

2. Dr. Fahriany, M. Pd., and Ummi Kultsum, M. Pd., whose sincerity,

encouragement, scholarly suggestions and critical remarks have enabled

the writer to refine this research paper.

3. All lecturers

4. Drs. Syauki, M. Pd., the Head of English Education Department and Zahril

Anasy, M. Hum., the Secretary of English Education Department.

5. Dra. Nurlena, MA, Ph. D., the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

6. Then, the writer offers his regards and blessings to all of those who have

supported her in any respect during the completion of the study.

For the last, she realizes that her research paper might be not perfect, so

she will accept any constructive suggestions to make this research paper better.

Jakarta, March 2014

The Writer

iii

TABLE OF CONTENTS

ABSTRACT ................................................................................................. i

ACKNOWLDEGEMENT .......................................................................... iii

TABLE OF CONTENTS............................................................................ iv

LIST OF TABLES ...................................................................................... vi

LIST OF FIGURES .................................................................................... vii

LIST OF APPENDIXES ........................................................................... viii

CHAPTER I : INTRODUCTION ................................................. 1

A. Background of Study .............................................................................. 1

B. Limitation of the Problem ....................................................................... 3

C. Formulation of Problem .......................................................................... 3

D. Objective of Study................................................................................... 3

E. Significance of Study .............................................................................. 4

CHAPTER II : THEORETICAL FRAMEWORK ..................... 5

A. Error Analysis ......................................................................................... 5

1. The Definition of Error ..................................................................... 5

2. The Definition of Error Analysis ...................................................... 7

3. The Causes of Errors ......................................................................... 9

4. Type of Errors ................................................................................... 11

5. Procedure of Error Analysis.............................................................. 16

B. Conditional Sentence .............................................................................. 20

1. The Definition of Conditional Sentence ........................................... 20

2. Types of Conditional Sentence ......................................................... 21

3. Conditional Sentence Type II............................................................ 25

CHAPTER III : RESEARCH METHODOLOGY ...................... 27

A. Place and Time of the Research .............................................................. 27

B. The Subject of the Study ......................................................................... 27

C. Research Design ...................................................................................... 27

iv

v

D. Instrument ............................................................................................... 29

E. The Technique of Collecting Data .......................................................... 29

F. The Technique of Data Analysis ............................................................. 30

CHAPTER IV : RESEARCH FINDING ...................................... 33

A. The Data Description .............................................................................. 33

1. The Result of Observation ................................................................ 33

2. The Result of Test ............................................................................. 34

3. The result of Interview ...................................................................... 38

B. Data Analysis .......................................................................................... 40

1. Description of Errors ......................................................................... 40

2. Explanation of Errors ........................................................................ 54

3. Evaluation of Errors .......................................................................... 55

CHAPTER V : CONCLUSION AND SUGGESTION................ 56

A. Conclusions ............................................................................................. 56

B. Suggestions ............................................................................................ 57

REFERENCES ............................................................................................ 58

APPENDIXES

LIST OF TABLES

Table 2.1 Conditional Sentence Type I......................................................... 21

Table 2.2 Conditional Sentence Type II ....................................................... 22

Table 2.3 Conditional Sentence Type III ...................................................... 23

Table 2.4 Mixed Conditional Sentence ......................................................... 24

Table 3.1 Table Specification of Test ........................................................... 30

Table 3.2 Description of Errors..................................................................... 31

Table 4.1 The Incorrect Item of Student’s Answers ..................................... 35

Table 4.2 The Description of Error: Omission ............................................. 41

Table 4.3 The Description of Error: Addition............................................... 42

Table 4.4 The Description of Error: Misformation ....................................... 45

Table 4.5 The Description of Error: Misorder .............................................. 48

Table 4.6 The Frequency of Each Error Type............................................... 49

vi

LIST OF FIGURES

Figure 2.1 Error Analysis, Contrastive Analysis and Transfer Analysis ...... 8

vii

LIST OF APPENDIXES

Appendix 1a Interview for The English Teacher ........................................ 61

Appendix 1b The Result of English Teacher Interview .............................. 62

Appendix 2a Interview for The Student ...................................................... 63

Appendix 2b The result of Students’ Interview .......................................... 64

Appendix 3a Test Instrument ........................................................................ 65

viii

CHAPTER 1

INTRODUCTION

A. Background of Study

English is a part of international language. It is commonly used all

over the world and it becomes one of the reasons why many people learn

English. According to Brown1, there are four basic skills required to

master English, namely listening, speaking, reading and writing. However,

English consists of several elements that cannot be separated from one

another, such as grammar, vocabulary and pronunciation.

As a tool of communication, English can be used to share, to give

and to exchange information and opinion. Basically, there are two ways to

share, give and exchange information and opinion, namely speaking and

writing.

To have good communication both in speaking and writing

English, people need to learn grammar. Grammar refers to the

fundamental principles and structure of the language, including clear and

correct sentence construction and the proper forms of words.2

Grammar is

the rules that should be obeyed, because grammar has important role in

communication. Using grammar incorrectly can lead miscommunication.

Moreover, grammar involves some linguistic constituents. One of them is

conditional sentences.

It is important to use conditional sentences, because consciously or

unconsciously people often use conditional sentences in their daily life to

dream, to imagine and to wish. For example:

I wish I had enough money to buy new shoes or

If I had enough money, I would buy new shoes.

1 H. Douglas Brown, Principles of Language Learning and Teaching, Fourth Edition, (New

York: Addison Weasley Longman, Inc., 2000), p. 31. 2

Ann Batko,When Bad Grammar Happens to Good People-How to Avoid Common Errors in

English, (California: Book-Mart Press, 2004), p. 24

1

2

Furthermore, conditional sentence can be used as a sentence which

allows speakers to learn from the past, and use the past to teach3. For

example: if the city had fixed the lights, the accident would have been

avoided.

Penston said that conditional sentence is divided into three types:

First is type 1 for future conditional, next is type 2 for present conditional

and the last is type 3 for past conditional4. However, the only one type that

exactly has the same meaning between Indonesian language and English is

type one. Meanwhile, type two and type three have different meaning and

condition. Therefore, learners may do errors and mistakes when forming a

word uses conditional sentences type two.

The national curriculum of Indonesia also includes the conditional

sentence into it. According to Kurikulum Tingkat Satuan Pendidikan

(KTSP) 2006, one of the standard competences of English teaching and

learning for second grade of Senior High School in Indonesia is

“Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk

narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-

hari.”. In addition, learners need to understand the structure and function

of conditional sentences type two in order to interpret meaning.

The writer would like to analyze students’ errors in using

conditional sentences type two, entitled “An Analysis on Students’ Errors

in Using Conditional Sentences Type II (A Case Study on Second Grade

of Natural Sciences Students of SMAN 9 Kota Tangerang Selatan).

Throughout this paper, she wants to know what types and causes of errors

are encountered by the students in using conditional sentences type two.

3

Hryhorij Dyczok, Building Grammar Skills for the TOEFL iBT, p. 165. 4

Tony Penston, A Concise Grammar for English Language Teachers, (Ireland: TP Publication,

2005), p.89

3

B. Limitation of Problem

The writer limits the discussion on analyzing the students’ errors in using

conditional sentences type two.

C. Formulation of Problem

Based on the research background, the writer formulates the problem

statements as follow:

1. Do the students encounter any errors in using conditional sentence type

II?

2. What is the occurrence frequency of each error type encountered by

the students in using conditional sentence type II?

3. What are the causes of errors encountered by the students in using

conditional sentence type II?

D. Objective of Study

Based on the problem statements, the objectives of the study in this

research are:

1. To identify and to classify the types of errors encountered by the

students in using conditional sentence type II.

2. To find out the occurrence frequency of each error type encountered by

the students in using conditional sentence type II.

3. To find the causes of errors encountered by the students in using

conditional sentences type two.

4

E. Significance of Study

The results of the study will hopefully give advantages to the

English teachers, students, other researchers and the readers.

For the English teachers, this study may help them to know what

types of errors are encountered by the students in using conditional

sentences type two. So, they may be aware of the students’ needs and be

more focus on their teaching.

For the students, the study may be used as a source of information

about the errors that are usually encountered by learners in terms of

learning conditional sentences type 2. By knowing this, the students are

hoped to be able to avoid the same errors.

For other researchers, the result may serve as a guideline for the

future study related to the subject. And hopefully, they can do a better

research.

For the readers, they can broaden their knowledge especially about

conditional sentences and their common errors.

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, it will be explained the definition of error analysis,

definition of conditional sentence, and theories related to this study.

A. Error Analysis

1. The Definition of Error

The identification of an error is more than explaining the definition of

error. However, as language experts give attention to the differences

between an error and a mistake, it is necessary to review it.

Many expert have tried to explain the uniqueness of errors done by

human beings. James defines error as “an instance of language that is

unintentionally deviant and is not self-corrigible by its author. A mistake is

both intentionally or unintentionally deviant and self-corrigible”.1

In simple

words, when the learners make error they do not recognize it and even if

they know about the error they do, they cannot correct it by themselves.

Otherwise, when the learner do a mistake, and we show the mistake they

did, they can correct it by themselves.

Meanwhile, Norrish states that an error is a systematic deviation occurs

when a learner has not learnt something and consistently gets it wrong. And

a mistake, in other side, is the inconsistent deviation made when a learner

has noticed or has been taught about something.2

In other words, Norrish

differentiated error and mistake in the term of learning: whether someone

has learnt or not about something. If the learners do incorrectly about

something that they have not learnt before, they do error. Otherwise, if the

learners do incorrectly about something that they have learnt, they do

mistake.

1 Carl James, Errors in Language Learning and Use – Exploring Error Analysis, (New York:

Addison Wesley Longman, 1998), p.78. 2

John Norris, Language Learners and Their Errors, (London: The Macmillan Press. Ltd,

1983), p. 7.

5

6

Furthermore, Brown stated that mistakes refers to a performance error

that is either a random guess or a slip, in that it is a failure to utilize a known

system correctly. It means mistake can be self-corrected when attention is

called. Whereas, an error is the use of linguistic item in a way that a fluent or

native speaker of the language regards it as showing faulty or incomplete

learning.3

In other words, it occurs because the learner does not know what

is correct, and thus it cannot be self-corrected.

To distinguish between an error and mistake, Ellis suggests two ways.

The first one is to check the consistency of learner‟s performance. If he

sometimes uses the correct form and sometimes the wrong one, it is a

mistake. However, if he always uses it incorrectly, it is then an error. The

second way is to ask learner to try to correct his own deviant utterance.

Where he is unable to, the deviations are errors; where he is successful, they

are mistakes.4

From the definition above, it can be concluded that an error made by a

student because they might not know what the correct form and believe what

they are writing or speaking is correct. Whereas a mistake is slip of the

tongue or pen. They might make a mistake because of their carelessness, less

concentration or quick writing. And to be able to distinguish error and

mistake the students do, we can check the consistency of learners‟

performance and their ability in to correct it by themselves.

3 H. Douglas Brown, Principles of Language Learning and Teaching: Fourth edition, (New

York: Adisson Weasley Longman, Inc, 2000), p. 217 4

Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 2003), p.17.

7

2. The Definition of Error Analysis

Corder and his colleagues set up the field of Error Analysis (EA) in

Second Language Acquisition (SLA).5

They stated that the key factor of EA,

which cause the learners‟ errors, has been the misunderstanding of the rules

of the new language.

EA is a type of linguistic study that focuses on the errors‟ learners

make. It consists of a comparison between the errors made in Target

Language (TL) and within that TL itself.6

Corder presented a completely

different point of view. He stated that those errors are “important in and of

themselves”.7

In his opinion, language learners‟ errors that are systematically

analyzed make it possible to be determined and reinforced in teaching-

learning process.

EA emphasizes “the significance of errors in learners‟ interlanguages

system”.8

The term interlanguages introduced by Selinker refers to the

systematic knowledge of an L2 which is independent on both the learner‟s L1

and the TL. Nemser referred to it as the Approximate System, and Corder as

the Idiosyncratic Dialect or Transitional Competence.9

To be able to do Error Analysis properly, we have to be able to

differentiate it from other analysis as Contrastive Analysis and Transfer

Analysis. James described the differences as shown in the following

diagram10

:

5

Patsy M. Lightbown and Nina Spada, How Languages are Learned, (Oxford: Oxford

University Press, 2006), p. 79. 6

Susan M. Gass & Larry Selinker, Second Language Acquisition, (London: Routledge, 2008),

p. 102 7 Ibid. 8

H. Douglas Brown, Principles of Language Learning and Teaching: Fourth edition, (New

Jersey: Prentice Hall. Inc, 2000), p. 217. 9

Jarek Fisiak, Contrastive Linguistics and The Language Teacher, (Oxford: Pergamon Press.

Ltd, 1981), p. 227. 10

Carl James, op. cit., pp. 2-3.

8

Figure 2.1 Error Analysis, Contrastive Analysis and Transfer Analysis

(Adopted from: Carl James)

L1/MT FL/SL (TL)

Interlanguage (IL)

MT:TL Comparisons (Contrastive Analysis)

IL:TL Comparisons (Error Analysis)

MT:IL Comparisons (Transfer Analysis)

Notes:

MT = Mother Tongue

TL = Target Language

IL = Interlanguage

FL = Foreign Language

SL = Second Language

From the diagram above, we can see that the differences among the

analysis lies on what are compared. In Contrastive Analysis, the languages

are compared between Mother Language and Target Language. Meanwhile,

in Transfer Analysis, we compare Mother Language and Interlanguage. Then,

in Error Analysis, we compare between Interlanguage and Target Language.

9

3. The Causes of Errors

There are several popular ideas from experts and language teachers

about the cause of students‟ error in learning language.11

1. Carelessness

Carelessness usually relates to lack of motivation. It might happen to the

student because the material or the styles of presentation do not suit him.

2. First language interference

Learning a language was a matter of habit formation. According to

Skinner based on behaviorist theory, language is a set of habit, then when

we try to learn new habits the old ones will interfere with the new ones.

For example:

Child : Nobody don‟t like me

Parent : No, say „nobody likes me‟.

Child : Nobody don‟t like me.

Parent : No, now listen carefully; say „nobody likes me‟.

Child : Nobody don‟t like me.

3. Translation

Translation becomes „cause of errors‟ because students usually translate

something from mother tongue to target language, whereas they do not

know the appropriate expression or structure. For example: enter wind

(masuk angin), don‟t look look (jangan liat-liat), book new (buku baru),

etc.

4. Overgeneralization

The error might be made as a result of blending structures learns early in

the learning sequence. For example, we are visit the zoo, she must goes,

etc.

5. Incomplete application of rules

The error might appear from the inability of the learners to apply the rules

of language completely. For example:

Teacher: Do you read much?

11 John Norris, op. cit., pp. 21-40.

10

Student: Yes, I read much.

Or

Teacher: Ask her where she lives.

Student: where you (she) live(s)?

6. Material-induced errors

Errors can be influenced by the teaching materials. There are two types of

these errors:

The „false concept‟;

False concept occurs when the learner does not fully understand a

distinction in the target language. For example:

if I had enough money, I will buy a new car.

In this sentence, the learner is false to completely understand the

use of conditional sentence. So, she/he applied it in the conditional

type two and one.

Ignorance of rule restriction.

It is closely related to overgeneralization of deviant structure. It

involves the application of rules to context where they do not apply.

For example: I am liking Apple

Selinker observes a learner‟s “interlanguage” and assumes that there is

a latent psychological structure in the brain of learner, which is activated

when he attempts to learn a second language12

.

Richards stated that there are 4 causes of intralingual (developmental)

errors:13

1. Overgeneralization

2. Ignorance of rules restrictions

3. Incomplete application of rules

12 Betty Wallace Robinet & Jacquelin Schachter, Second Language Learning: Contrastive

Analysis, Error Analysis, & Related Aspects, (Michigan: The University of Michigan, 1986), p.

175 13

Jack C. Richards, Error Analysis: Perspectives on Second Language Acquisition, (London:

Longman Group Limited, 1980), pp. 174-178.

11

4. False concepts hypotheses.

4. Types of Errors

Dulay, Burt, and Krashen divided types of error into four types. They are

linguistic category, surface strategy, comparative analysis, and communicative

effect.14

a. Error types based on linguistic category

Many error taxonomies have been based on the linguistic item

which is influenced by an error. The linguistic category classifies errors

according to either or both the language component or the particular

linguistic constituent the error effects.15

Language components include phonology (pronunciation), syntax

and morphology (grammar), semantic and lexicon (meaning and

vocabulary), and discourse (style). Whereas constituent, it includes the

element that comprise each language component. For example, in syntax,

error is in the main or subordinate clause. Whereas in a clause, which

constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase,

the preposition, the adverb, the adjective, and so on.16

b. Error types based on surface strategy taxonomy

Surface strategy taxonomy emphasize on the way surface

structures are changed. Students may omit necessary item or add

unnecessary one, they may misform items or misorder them. The errors

which they made are not a result of laziness or sloppy thinking, but the use

of temporary principle to produce a new language. It is a part of cognitive

process. So, it is logic if students make errors.17

14 Heidi S. Dullay, Marina Burt, Stephen Krashen, Language Two, (New York: Oxford

University Press, 1982), pp. 146–193. 15 Ibid. 16 Ibid. 17

Ibid. p. 150.

12

There is further information about errors that may be made by students.

1) Omission

Omission errors are the absence of an item that must appear in a

well formed utterance.18

Content morphemes carry the bulk of the referential meaning of a

sentence: nouns, verbs, adjectives, adverbs. For example, in the

sentence

Mary is the president of the new company.

The words Mary, president, new, and company are the content

morphemes that carry the burden of meaning. If the sentence to be like

this,

Mary president to be like this

It could deduce a meaningful sentence, while if the sentence to be like

this one,

Is the of the

The last example, it cannot be understood by the speaker.

2) Additions

Addition is the presence of an item which must not appear in a

well-formed utterance. It means that the learner adds unnecessary

items in her/his sentences. Additional is categorized into three types,

namely double markings, regularizations, and simple addition.19

a) Double markings

Double markings are two items rather than one are marked for the

same feature.20

For example in tense, he doesn’t knows my family or

we didn’t went there.

b) Regularizations

Regularization is a marker that is typically added to a linguistic item

is wrongly added to exceptional items of the given class that do not

18 Ibid. p. 154. 19 Ibid. p. 156. 20

Ibid.

13

take a marker.21

For example, the verb eat does not become eated,

but ate; the noun sheep is also sheep in the plural, not sheeps.

c) Simple additions

Simple addition is the use of an item which should not appear in a

well-formed utterance.22

For example, the fishes doesn’t live in the

water (for the 3rd

person singular) or a this (for article).

3) Misformation

Misformation is the use of the wrong form of the morpheme or

structure. As in additions, Misformation has three types error. There

are regularizations, archi-forms, and alternating forms.23

a) Regularizations

Regular marker is used in place of an irregular one, as in runned for

ran, gooses for geese, mouses for mice.24

b) Archi-forms

Archi-forms are the selection of one member of a class of forms to

represent others in the class. For example, learners may also select

one member of the class of personal pronouns to function for

several others in the class, me hungry.25

c) Alternating forms

Defines as fairly free alternation of various members of a class with

each other.26

For example in the case of pronouns:

Masculine for feminine (vice versa), as in he for she

Plural for singular (vice versa), as in they for it

Accusative for nominative case (vice versa) her for she

In the case of verb:

I seen her yesterday

21 Ibid, p. 157. 22 Ibid, p. 158. 23 Ibid. 24 Ibid. 25 Ibid, p. 160. 26

Ibid, p. 161.

14

He would have saw them

4) Misordering

Misordering is the incorrect placement of a morpheme or group of

morphemes in an utterance.27

In simple words, put the words in

utterance in the wrong order. For example , in the utterance

He is all the time late (all the time is misordered)

In declarative sentence

I don‟t know what is that (is is misordered)

c. Comparative taxonomy

Comparative taxonomy is comparisons between the structure of l2

errors and certain other types of constructions. This type of error usually

compares errors that are made by children learning the target language as

their first language and sentences in the learner‟s mother tongue. These

comparisons have produced the two major error categories in this

taxonomy: developmental errors and interlingual errors. The other

categories are ambiguous errors, which are classifiable as either

developmental or interlingual, and other errors.28

1) Developmental errors

Developmental errors are errors similar to those made by children

learning the target language. For example, dog eat it. The omissions

here are in the article and in the past tense marker. It is classified as a

developmental because these are also found in the speech of children

learning English as their first language.

The important thing in the developmental errors is since children

acquiring first language, they have no experienced learning a previous

language. So, the errors they make cannot possibly be due to any

interference from another language.

27 Ibid, p. 162. 28

Ibid, pp. 163-172.

15

2) Interlingual errors

Interlingual errors are similar in structure to a semantically

equivalent phrase or sentence in the learner‟s native language. For

example, the man skinny. The error reflect to the word order of Spanish

adjectival phrases (e.g. el hombre flaco).

To identify interlingual errors, researchers usually translate the

grammatical form of the learner‟s phrase or sentence into the learner‟s

first language to see if similarities exist.

3) Ambiguous errors

Ambiguous errors are those that could be classified well as

developmental or interlingual. That is because the errors reflect the

learners native language structure, and at the same time, they found in

the speech children acquiring a first language. For example, I no have a

car.

4) Other errors

Other errors are items that do not fit into other category. For example,

She do hungry. The speaker did not use her native Spanish structure or

an L2 developmental form such as She hungry where the auxiliary is

omitted altogether.

d. Communicative effect taxonomy

Communicative effect taxonomy focuses on distinguishing

between errors that seem to cause miscommunication and those that don‟t.

There are two types of error according to communicative effect taxonomy,

namely global error and local error.29

1) Global errors

Global errors are errors that affect overall sentence organization

significantly hinder communication. There are four types of global

errors. They are:

a) Wrong order of major constituents

29

Ibid, pp. 189-192.

16

e.g. English language use many people.

b) Missing, wrong, or misplaced sentence connectors

e.g. (if)

not take the bus, we late for school

c) Missing cues to signal obligatory exceptions to pervasive syntactic

rules

e.g. the student‟s proposal (was)

looked into (by)

the principle.

d) Regularization of pervasive syntactic rules to exceptions

e.g. We amused that movie very much.

That movie amused us very much.)

2) Local errors

Local errors are errors that affect single elements (constituents) in a

sentence. It does not usually hinder communication. These include

errors in noun and verb inflections, articles, auxiliaries, and the

formation of quantifiers. For example, why like we each other? and why

we like each other?

5. Procedure of Error Analysis

In this section, the writer will review the procedure for error analysis (EA). In

doing so, she will follow the steps identified by Corder .30

1. Collection of a sample of learner language

The earliest step for an EA is to collect a sample of learner

language. In order to do this, Corder in Ellis‟s book distinguishes two kinds

of elicitation of errors.31

There are:

a) Clinical elicitation where the informant is asked to produce data

b) Experimental elicitation where special instrument are designed to elicit

the data.

c) In addition, Saville-Troike suggests that the data can be collected

crosssectionally or longitudinally.32

30 Ellis, op. cit., pp. 49-63.

31 Ibid 32

Muriel Saville-Troike, Second Language Acquisition, (Singapore: Craft Print International

Ltd, 2009). p 39.

17

2. Identification of errors

An error can be defined as a deviation from the norms of the target

language. This definition raises a number of questions. They are:

a. Should grammaticality serve as the criteria? For example, an utterance

may be grammatically correct but pragmatically unacceptable.

b. Should there be a distinction between errors and mistakes?

c. Should errors be identified as overt and covert errors?

d. Should infectious uses of the L2 be considered erroneous?33

After indicating the possible difficulties of applying above

definitions to actual data, Corder proposes the following procedure for

identifying errors:34

a) Normal interpretation, which occurs when the analyst is able to assign a

meaning to an utterance on the basis of the rules of the target language

and in such cases an utterance is „not apparently erroneous‟, although it

may still be right „by chance‟.

b) Authoritative interpretation, which involves asking the learner (if

available) to say what the utterance means and, by doing so, make an

„authoritative reconstruction‟.

c) Plausible interpretation, which can be obtained by referring to the

context in which the utterance was produced or by translating the

sentence literally into the learner‟s L1.

3. Description of errors

Ellis states that two descriptive taxonomies can be used in

describing errors: linguistic taxonomy and surface strategy taxonomy.

Firstly, errors of morphology, syntax, and vocabulary can be categorized

under a linguistic taxonomy. Blaas found that there were three times as

33 Ellis, op. cit., pp. 51-52 34

Ibid., p. 52

18

many lexical errors as grammatical errors in one corpus of errors. It can be

concluded that errors in vocabulary are more common in L2 learning.35

Secondly, surface strategy taxonomy indicates how the surface

structure is altered through operations as omissions, additions,

misinformation, or misordering (Dulay, Burt, and Krashen cited in Ellis,

2008). Dulay, Burt, and Krashen also claim that this approach provides an

indication of the learner‟s cognitive process in reconstructing the L2.36

Ellis

states that linguistic and surface strategy taxonomies of errors provide

pedagogic value (i.e. indicates the frequency of the errors and therefore

their need of attention in the class) however they provide little information

on how L2 is acquired. Corder suggests that learner errors can be placed in

three basic categories that can also provide information on how learner

acquires L2. They are:37

a. Pre-systematic errors, which are made by a learner who is unaware of

the existence of the particular rule in the target language, these errors

are random.

b. Systematic errors, which occur when the learner has formed an

inaccurate hypothesis about the target language

c. Post-systematic errors, which are the temporary forgetting of a point

that had been previously understood.

4. Explanation of errors

As Ellis states, explanation of errors is an EA stage where the

source of the error is sought.38

From a wider perspective of explaining the

learner errors, Taylor suggests that the error sources can be:

psycholinguistic sources that concern the nature of L2 knowledge system

and learner difficulties in target language production; sociolinguistic

sources that involve the learner‟s ability to adjust his/her language in

35 Ibid., p. 54 36 Ibid., p. 55 37 Ibid., p. 56 38

Ibid., p. 57

19

accordance with the social context; epistemic sources that concern the

learners‟ lack of world knowledge, and discourse sources that involve

problems in the organization of information into a coherent „text‟.39

Form a more specific viewpoint; Corder states that the explanation

of errors is a matter for the psychology of second language learning

process. In agreement with this point, Richards suggests that there are three

possible explanations for the learner errors. They are:40

a. Interference errors. Language transfer from L1 causes interlingual

errors. Moreover, in a more up to date work, Saville-Troike suggests

that the most likely causes of L2 errors are interlingual factors that

result from negative transfer or interference from L1.41

b. Intralingual errors. They do not reflect the features of the L1 and they

are not attributable to cross-linguistic influence, but they result from

learning process itself such faulty generalisation, incomplete application

of rules, and failure to learn conditions under which the rules apply.42

c. Faulty teaching techniques or materials. Corder states that when learner

errors do not fall into inter-lingual or intra-lingual categories they can

be assigned to this category of explanation. It is called false concept

hypothesize which means the learners does not fully understand a

distinction in the target language.43

5. Evaluation of errors

The final stage in error analysis is to evaluate the errors. In so

doing, Burt suggests that errors can be evaluated as global errors that affect

overall sentence organization, or local errors that affect single elements in a

sentence (i.e. morphology or grammatical functors).44

Ellis indicates to this

39 Ibid. 40 Ibid., p. 58 41 Saville-Troike. loc. cit. 42 Ellis, op. cit., p. 58 43 Ibid., p. 59 44

Ibid., pp. 63-64

20

point and states that studies concerning error evaluation have addressed

three main research questions. They are:45

a. Are some errors judged to be more problematic than the others?

b. Are there differences in the evaluations made by Native Speakers (NS)

and Non Native Speakers (NNS)?

c. What criteria do judges use in evaluating learners‟ errors?

Ellis also states that error evaluation studies have often been

pedagogically motivated and error judgment essentially affects the ways in

which errors are prioritized and dealt with by the teachers.46

Depending on

who the judge is, teaching priorities may change. For example, as Ellis

states, NSs judge lexical errors to be more serious than grammatical errors,

whereas NNSs appear to be especially hard on morphological errors.47

In

agreement with the problematic nature of error evaluation Khalil suggests

three criteria in assessing error gravity. They are:48

a. Intelligibility; concerned with the extent to which sentences containing

different kinds of error can be comprehended

b. Acceptability; indicating the seriousness of the error

c. Irritation; concerned with the emotional response of an addressee, and

is related to the frequency of error occurrence.

B. Conditional Sentences

1. The Definition of Conditional Sentence

Conditional Sentence describes situations that occur (or do not occur)

because of certain conditions.49

They consist of two clauses, the if-clause and

the main clause50

. If suggests that situation is real – that is, the situation is or

45 Ibid. 46 Ibid., p. 67 47 Ibid., p. 66 48 Ibid. 49

Jay Maurer, Focus on Grammar: An Integrated Skills approach: Third Edition, (New York:

Pearson Education, 2006). p. 409. 50

A. J. Thomson & A. V. Martinet, A Practice of English Grammar: Fourth Edition, (New

York: Oxford University Press, 1986). p. 197.

21

was true, or may have been or may become true.51

In the sentence if it rains I

shall stay at home „If it rains‟ is the if-clause, and „I shall stay at home „is the

main clause.

2. Types of Conditional Sentence

There are 3 (three) types of conditional sentences, each type contains a

different pair of tenses52

.

1. Conditional Sentence Type 1

The verb in the if-clause is in the present tense, the verb in the main

clause uses will and the infinitive, or simple present.

Table 2.1 Conditional Sentence Type 1

TYPE IF CLAUSE MAIN CLAUSE MEANING

Type

1

Simple present

If you work hard,

Simple present

you succeed.

True in the present or

possible in future

It‟s possible to happen in

the future

Simple future

you will succeed.

Function:

a. We use conditional sentence type 1 to talk about possible situations in the

present or future.

1) If you leave earlier, you will not be late.

2) If you open the windows, the room will get some fresh air.

b. We often use conditional type 1 to talk about facts or processes:

1) If you heat water to 100 degrees, it will boil.

2) If we stare into the sun, we will hurt our eyes.

51 Martin Hewings, Advanced Grammar in Use, (Cambridge: Cambridge University Press,

2002). p. 198 52

A. J. Thomson & A. V. Martinet, Loc. Cit.

22

Note:

Other modal verbs can also be used in place of will and would.

a. If it rains like this all day, the river might flood. (might = will possibly)

b. If it rains like this all day, the river could flood. (could = will be able to)


The if-clause is in the simple past or the past continuous tense, the

main clause uses would and the infinitive, or would be and the present

participle (Verb-ing).



Type

2

Simple past

If you worked

hard,

would + simple

form

you would succeed.

Untrue in the present

Fact: You don‟t work

hard, so you don‟t

succeed

Past continuous

If it were not

raining now,

would be + present

participle

I would be going out

for a walk.

Fact: It‟s raining now, so

I‟m not going out for a

walk.

Conditional sentence type 2 is used to talk about actions or situations

that are not taking place in the present or future, but we can imagine the

probable result.

1) If we didn‟t live in a big city, we would not have to breathe polluted air

every day. (In truth, we live in a big city)

2) If he were here, I would tell him about my plan. (In fact, he isn‟t here)

23

Note:

1) „Were‟ is used for both singular and plural subjects.

2) The use of type 2 conditional in “If I were you, I would ………” is a

common form of advice.


The if-clause is in the past perfect or the past perfect continuous tense,

the main clause uses would have and past participle (Verb 3), or would have

been and present participle (Verb-ing).



Type

3

Past perfect

If you had

worked hard,

would have + past

participle

you would have

succeeded.

Untrue in the past

Fact: You didn‟t work

hard, so you didn‟t

succeed.

Past perfect

continuous

If it had not been

raining

yesterday

afternoon,

would have been +

present participle I

would have been

going out for a walk.

Fact: It was raining

yesterday afternoon. I

was not going out for a

walk.

Function:

Conditional sentence type 3 is used to talk about actions or situations

that did not take or were not taking place in the past, but we can imagine the

probable result.

1) If you had come to the party last night, you would have met my cousin. (In

truth, you didn‟t come to the party last night).

24

2) If he had not been late this morning, his teacher would not have punished

him. (In truth, he was late).

Some books added others type of conditional sentences like mixed

conditional sentence.

4. Mixed Conditional Sentence

Mixed conditional sentence is a combination of conditional sentence

type 2 and conditional sentence type 3.

Table 2.4 Mixed Conditional Sentences


Mixed

Type

Simple past

If I were a bird,

would have + past

participle

I would have flown to

your place last night.

Untrue in the present

or future.

Fact: I am not a bird,

so I didn‟t fly to your

place.

Past perfect

If you had

worked hard,

would + simple form

you would succeed.

Untrue in the past.

Fact: You didn‟t work

hard. Now, you don‟t

succeed.

Function:

Mixed conditional sentence is used to talk about actions or situations

that did not take or were not taking place in the past, but we can imagine the

probable result in the present, or actions or situations that do not take place in

the present, but we can imagine the probable result in the past.

25

3. Conditional Sentences Type II

a. Definition of second conditional

Second conditional uses present unreal conditional to talk about unreal,

untrue, imagined, or impossible conditions and their results. Use the simple

past form of the verb in the if clause, if the verb is be, use were for all persons.

Use could, might, or would + the best form of the verb in the result clause53

.

The pattern is if + past tense, +would + verb54

. For example:

1) If you left me, I would die of a broken heart.

2) If I were you, I would not recommend this book to my friends.

3) I might watch the video if I had the day off.

There is no difference in time between the first and second types of

conditional sentence. Type 2 like type 1, refers to the present or future and the

past tense in the if clause is not a true past but a subjunctive, which indicates

unreality.

b. Second conditional is usually used:55

1) When the supposition is contrary to known facts:

If I were you, I would plant some trees round the house. (But I am

not you).

2) When we don‟t expect the action in the if clause to take place:

If a burglar came into my room at night, I would scream. (But I

don‟t expect the burglar come in).

c. Possible variations of the basic form56

Variations of the main clause

1) Might or could may be used instead of would:

If you tried again you would succeed. (Certain result)

If you tried again you might succeed. (Possible result)

53 Jay Maurer, op. cit., p. 410. 54

Louis Hashemi and Barbara Thomas, Grammar for first certificate, (New York: Cambridge

University Press, 2006), p. 166. 55 A. J. Thomson & A. V. Martinet, Loc. Cit. 56

A. J. Thomson & A. V. Martinet, op. cit., pp. 198-199.

26

If I knew her number I could ring her up. (Ability)

If he had a permit he could get a job. (Ability or permission)

2) The continuous conditional form may be used instead of the simple

conditional form:

Peter is on holiday; he is touring Italy.

If I were on holiday, I would/might be touring Italy too.

3) If + past tense can be followed by another past tense when we wish to

express automatic or habitual reactions in the past:

If anyone interrupted him he got angry. (Whenever anyone interrupted

him).

4) When if is used to mean “as” or “since”, a variety of tenses is possible in

the main clause. If + past tense here has a past meaning. The sentence is

not true conditional

The pills made him dizzy. All the same he bought/has bought/is buying

some more. ~ if they made him dizzy why did he buy/has he bought/is

he buying more?

I knew she was short of money. ~ If you knew she was short of money

you should have lent her some. / Why didn‟t you lend her some?

CHAPTER III RESEARCH

METHODOLOGY

A. Place and Time of the Research

1. Place of the Research

This research was conducted at National Senior High School 9 Kota

Tangerang Selatan which is located on Jl. Hidup Baru No. 31, Serua Raya

Ciputat 15614 - Tangerang Selatan.

2. Time of The Research

The writer conducted the research from 20th – 26

th of February 2013.

B. The Subject of the Study

The subjects in this study were the Second Grade of Natural Science

Students of National Senior High School 9 Kota Tangerang Selatan which is

divided into three classes i.e.: Natural Science 1, 2, 3. The writer took only one

class from all classes as the subjects of the research. It was the Second Grade of

Natural Science 1.

C. Research Design

The writer design this research in a case study. Furthermore, as it is stated

by Meriam, Yin, and Stake in Bogdan and Biklen‟s book a case study is explained

as detailed examination of one setting, or a single subject, a single depository of

documents, or one particular event.1

It means that a case study is a detailed study

of one or at most a few individuals or other social units, such as a classroom, a

school, or a neighborhood. It also can be a study of an event, an activity, or an

ongoing process.

1 Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education: an

Introduction to Theories and Methods, (Boston: Pearson, 2007), p. 59.

27

28

Bogdan proposed general design model of a case study as a funnel. The

detail of the model is as follow:

1. The researchers look for possible place and people that could be subject or

source of data.

2. The researchers find the location that they want to study, then try to check

the feasibility of the data source for their purposes.

3. Look for clues on how researchers might proceed and what might be

feasible to do.

4. Begin to collect data, reviewing and exploring them and make decision

about how to do the study.

5. Decide how to distribute their time, who to interview and what to explore

in great detail.

6. The researchers may leave the old idea with the exception and plans and

develop new ones.

7. The researchers continually modify the design and choose procedures as

they learn more about the topic study.

8. In time, the researchers make a specific decisions on what aspect of the

setting, subject or data source they will study.

9. The researcher make questions.

10. The data collection and research activities narrow to particular sites,

subjects, materials, topics, questions, and themes.

11. The researchers move to more directed data collection and analysis.2

Whereas, the writer used qualitative method. Bogdan and Biklen state that

qualitative is descriptive. The data collected take in the form of words or pictures

and seldom involve numbers.3

2 Bogdan and Biklen. Loc. Cit. 3

Ibid., p. 5

29

D. Instrument

In order to collect the data, the writer will use observation; it is used to

observe the teaching learning process that is organized by the English teachers,

then test: it is used to know students‟ errors in using conditional sentences type

two, and interview; it is used to know the causes of errors that are encountered by

the second grade of natural sciences students of SMAN 9 Kota Tangerang Selatan

in learning second conditional.

E. The Technique of Collecting Data

Data refers to the rough materials researchers collect from the world they

are studying. Data are both evidence and clues. They serve as the stubborn facts

that save the writing you will do from unfounded speculation.4

In completing the data, the writer used some techniques such as observation,

interview and test. The completely explanation as follows:

a. Observation

In this case, the writer came to the classroom as an observer to see the

teacher‟s performance and method in explaining conditional sentence type

II during the classroom activity.

b. Interview

An interview is a purposeful conversation, usually between two people but

sometimes involving more, that is directed by one in order to get

information from the other.5

In qualitative research, interviews may be used in two ways. They may be

the dominant strategy for data collection, or they may be employed in

conjunction with participant observation, document analysis, or other

techniques.

In this research, the interview is as supporting data to know difficulties

and problem in using conditional sentence type II. The interview will be

carried out after giving the test and it will be given to the students.

4 Ibid., p. 117. 5

Ibid., p. 103.

30

c. Test

The writer will give two types of test: Completion and Transformation

which focus on conditional sentences type two. This test consists of 25

items, 20 items for Completion and 5 items for Transformation.

Before making a test, the writer made a “specification of test”. Here is the

“specification of test”:

Table 3.1

“Specification of test”

No Tenses Area Types of

Question

Number of

Items

Amount

1. The form of conditional

sentence type two (II)

a. Regular verb

b. Irregular verb

c. Modal verb

d. Inversion

Fill in the

blank (FB)

1, 4, 8, 12, 16

2, 6, 10, 14, 18

3, 7, 13, 17, 20

5, 9, 11, 15, 19

5 FB

5 FB

5 FB

5 FB

2. The sentences of

conditional sentence type

two (II)

Transformation

(T)

1-5

5 T

F. The Technique of Data Analysis

To analyze data, the writer used procedure of errors based on Ellis.6

First,

collection of a sample of learner language. She collects data by doing observation,

test and interview. Observation and interview is used as supporting data to find

out the sources of errors. Whereas the test, it is used to find out the type of errors.

Second, identification of errors. To identify errors easier, the writer

compare the wrong answer with the right one. As what Ellis stated that “to

identify errors we have to compare the sentences learners produce with what seem

6

Muriel Saville-Troike, Second Language Acquisition, (Singapore: Craft Print International

Ltd, 2009), p 39.

31

to be the normal „correct‟ sentences in the target language which correspond with

them”.7

Next, description of errors. After errors are identified, the writer can

describe and classify them into types of errors. She used types of errors which are

adopted from Dulay, Burt and Krashen. However, she only takes the error types

based on surface strategy taxonomy categories. Below is the table for description

of errors modified from Heidi Dulay, Marina Burt, and Stephen Krashen.8

Table 3.2

Description of Errors

Error Type: Omission/Addition/Misformtion/Misorder

Question Type Question No.

Student’s No.

Errors

Correct

Fill in the Blank

Transformation

Furthermore, for showing the occurrence frequency of each error type

encountered by the students in using conditional sentence type II, the writer used

descriptive analysis technique (percentage) by using the formula as below:9

% = x 100%

Note % = Percentage

f = Frequency of error made

n = Sum of the errors

7 Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 2003), p. 16 8

Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford

University Press, 1982), pp. 154-162. 9

Allan G Bluman, Elementary Statistics: A Step by Step Aproach, 5th

Edition, (New York: The McGraw-Hill Companies, Inc., 2004), p. 68

32

Finally, the last step is explanation of errors. The writer explains why

errors occur. She classified them into the causes of errors which is adopted from

Richards.

CHAPTER IV

RESEARCH FINDING

A. The Data Description

The technique of completing the data have been mentioned clearly in the precious

chapter. Furthermore, the result of collecting data could be seen as below:

1. The Result of Observation

The observation was conducted on 20th

of February 2013. It was held at SMAN 9

Kota Tangerang Selatan in the Second Grade of Natural Science Students which

consists of 40 students.

There were two main aspects observed in that occasion. Fist, the teacher‟s

performance in delivering learning subject. Second, the students‟ response (s)

concerning the teacher‟s performance in delivering the learning subject.

The teacher started the lesson by reviewing the previous lesson, i.e.: conditional

sentence type I. After she was sure that all of students understood about conditional

sentence type I, she continued explaining that there are three types of conditional

sentences. And they were going to learn the second one.

The teacher began to explain that English verb (s) is different with Indonesian

verb (s) in term of verb form used. She explained that there are three types of verb

forms used in English: infinitive, past form, and past participle. The teacher looked

around the students. She tried to make sure that the students understood what she was

explaining. Then, she explained that past form is used in conditional sentence type II.

She gave some examples of past forms, and most of them are regular verbs.

After that, the teacher asked the students by mentioning several verbs. However,

only few students participated this activity, the rest of them seemed to be silent. The

teacher continued explaining by writing the formula of conditional sentence type II.

After that, she asked the students to copy it into their books. Then, after all of the

students finished writing, she explained the function of it. She also gave some

33

34

sentences as example. Next, the teacher wrote ten sentences: five sentences in

conditional sentence type I, and five in Bahasa Indonesia. She asked the students to

change the sentences into conditional sentence type II. She gave 20 minutes to the

students to finish the exercise. After the students finished, the teacher collect the

papers.

From the observation, the writer assume two things that might cause students‟

errors in using conditional sentence type II. First, the students‟ ability of past form

might be still very low. The teacher seemed not to give sufficient time, explanation

and practice in mastering past form. Moreover, in the beginning of the lesson, she

only gave few example of irregular verb. Second, the use of translation „jika’ might

have caused the students translate the sentence literally (the students did not use the

formula of conditional sentence type II).

2. Test

The writer has given the test about conditional sentence type II to 40 students of

the second grade of natural sciences students of National Senior High School 9 Kota

Tangerang Selatan on 22nd

of February 2013.

This test consists of 25 items, 20 items for completion, which asked students to

fill the blanks with the right answer, and 5 items for transformation, which asked

students to construct conditional sentences type II.

After conducting the test, the writer analyzed the data to find out the errors that

students made. The result of this identification can be seen as the following table.

35

Table 4.1

The Incorrect Item of Student’s Answer

No

Name of Students Item

Fill in the Blank (Part I) Transformation (Part II)

1 Student 1 2, 3, 4, 5, 7, 9, 10, 12, 13,

14, 15, 16

1, 2, 3, 4, 5

2 Student 2 1, 5, 8, 9,14, 15, 16, 17, 18 1, 2, 3, 4, 5

3 Student 3 2, 3, 4,5, 6, 7, 8, 9, 11, 14,

15, 16, 17, 19, 20

1, 3, 4

4 Student 4 1, 3, 4, 7, 8, 9, 10, 13, 14,

15, 16, 17, 19

1, 3. 4

5 Student 5 1, 3, 4, 5, 6, 7, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 18,

19, 20

1, 2, 3, 4, 5

6 Student 6 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17,

18, 19, 20

1, 2, 3

7 Student 7 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17,

18, 19, 20

1, 3, 4, 5

8 Student 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 11,

12, 14, 15, 16, 17, 18, 19

1, 3, 4

9 Student 9 1, 2, 3, 4, 5, 9, 11, 13, 14,

15, 16, 17, 18, 19, 20

1, 2, 3, 4, 5

10 Student 10 1, 3, 4, 5, 7, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 19

3, 4, 5

11 Student 11 1, 2, 3, 4, 5, 8, 9, 10, 11,

12, 13, 14, 15, 16, 19

3, 4, 5

12 Student 12 1, 2, 3, 4, 5, 7, 9, 11, 13,

14, 15, 16, 17, 18, 19, 20

1, 3, 4

36

13 Student 13 2, 3, 4, 5, 7, 9, 10, 11, 12,

13, 14, 15, 16, 17, 18, 19

1, 2, 3, 4

14 Student 14 1, 2, 3, 4, 6, 8, 10, 11, 12,

14, 15, 16, 17, 18, 19

1, 2, 3, 4, 5

15 Student 15 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17,

18, 19, 20

1, 2, 3, 4, 5

16 Student 16 3, 5, 8, 9, 10, 11, 13, 14,

15, 17, 18, 19, 20

2, 3, 4, 5

17 Student 17 2, 3, 4, 5, 6, 7, 9, 10, 11,

12, 13, 14, 15, 17, 18, 19,

20

1, 3, 4

18 Student 18 2, 3, 4, 5, 6, 7, 9, 10, 11,

12, 13, 14, 15, 16, 17, 18,

19, 20

1, 3, 4

19 Student 19 1, 2, 3, 4, 5, 6, 7, 9, 11, 12,

14, 15, 16, 17, 18, 19, 20

1, 3, 4, 5

20 Student 20 1, 3, 4, 5, 7, 9, 10, 11, 13,

14, 15, 16, 17, 18, 19

1, 2, 3, 4, 5

21 Student 21 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 18,

19, 20

4

22 Student 22 1, 2, 3, 4, 5, 14, 15, 16 1, 3, 4

23 Student 23 1, 2, 3, 4, 5, 6, 7, 9, 10, 11,

12, 13, 14, 16, 17, 19, 20

1, 3, 4, 5

24 Student 24 3, 4, 5, 8, 9, 11, 13, 14, 15,

16, 17, 18, 19, 20

3, 4, 5

25 Student 25 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 18,

19, 20

1, 2, 3, 4, 5

37

26 Student 26 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,

13, 14, 15, 16, 17, 18, 19,

20

1, 2, 3, 4, 5

27 Student 27 1, 2, 4, 5, 7, 8, 9, 10, 11,

12, 14, 15, 16, 18, 19

1, 2, 3, 4, 5

28 Student 28 1, 2, 3, 5, 6, 7, 8, 9, 10, 11,

13, 14, 15, 16, 17, 18, 19,

20

1, 2, 3, 4, 5

29 Student 29 1, 2, 3, 4, 5, 7, 9, 10, 11,

12, 13, 14, 15, 16, 17, 19,

20

1, 2, 3, 4, 5

30 Student 30 1, 3, 4, 5, 7, 8, 9, 11, 13,

14, 15, 16, 17, 18, 19, 20

1, 3, 4, 5

31 Student 31 1, 3, 4, 5, 8, 9, 10, 12, 14,

15, 16, 17, 18

1, 2, 3, 4, 5

32 Student 32 1, 3, 4, 5, 6, 7, 9, 10, 11,

12, 14, 15, 16, 17, 18, 20

1, 2, 3, 4, 5

33 Student 33 1, 2, 3, 4, 5, 7, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 18,

19, 20

1, 2, 3, 4, 5

34 Student 34 1, 2, 3, 5, 7, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 19,

20

1, 3, 4, 5

35 Student 35 1, 2, 4, 5, 8, 9, 10, 11, 12,

14, 15, 16, 17, 18, 19

1, 2, 3, 4, 5

36 Student 36 1, 3, 4, 5, 7, 9, 11, 13, 14,

15, 16, 17, 19, 20

1, 3, 4, 5

37 Student 37 1, 2, 3, 4, 5, 6, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 18,

19

1, 2, 3, 4, 5

38

38 Student 38 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17,

18, 20

1, 2, 3, 4, 5

39 Student 39 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17,

18, 19, 20

1, 2, 3, 4, 5

40 Student 40 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,

11, 12, 13, 14, 15, 16, 17,

18, 19, 20

1, 2, 3, 4, 5

3. Interview

Interview is used as supporting data. The writer interviewed the teacher and

the students. The teacher‟s interview was conducted on Wednesday, 20th

of

February 2013. The writer asked the teacher five questions. First is talked about

the conditional sentences type II. It was aimed to know whether it is easy or

difficult for the Second Grade of Natural Science Students. According to the

teacher, conditional sentence type II is harder than conditional sentence type I. It

might be because of two things; the use of regular and irregular verb (past form);

the absent of equivalent formula/sentence in bahasa Indonesia.

The second is talked about the strategy that used by teacher in delivering

conditional sentence type 2. The teacher said that she reminded students about the

use of past form (whether it is regular or irregular). Then she gave some examples.

Next is talked about the errors that were committed by students in learning and

using conditional sentence type 2. The teacher said that she still finds errors in

learning and using conditional sentence type 2.

The fourth is talked about what kinds of errors that the teacher often finds from

the students. According to the teacher, students often used conditional sentence

type I instead of the conditional sentence type II. The teacher also said that the

students did some errors in using main clause.

39

The last is talked about the cause of errors. The teacher said that the students

might still have difficulties in understanding the function of conditional sentence

type 2. The students also find it difficult because there is no comparison on their

native language. The last, students might have not fully understood in the changes

of verb form.

Besides interviewing the teacher, the writer also interviewed the students

which conducted after they did the test. This test is conducted on 22nd

of February

2013.

The writer asked the students ten questions about problem in conditional

sentence type 2. The first question talked about the students‟ in learning English.

The second is talked about student‟s opinion in learning conditional sentences type

2. The third and fourth are talked about difficulties in learning conditional

sentences type 2. The fifth and sixth are talked about teacher in delivering

conditional sentence type 2. Next is talked about difficulties in differentiating the

main clause and if clause. Eight is talked about difficulties in differentiating

between conditional sentence type I and conditional sentence type II. Ninth is

talked about the use of regular and irregular verb. The last is talked about the use

of conditional sentence type II.

From the interview (both teacher‟s and students‟ interview), the writer found

that there are three main causes of the students‟ errors in using conditional

sentence type II. The first is the students‟ understanding and ability in using past

form (both irregular and regular). The second is the inability of the students in

differentiating between conditional sentence type I and conditional sentence type

II. And the third is the absent of equal formula of conditional sentence type II in

Bahasa Indonesia.

40

B. Data Analysis

Data analysis will follow the procedure of error analysis that has been explained

clearly in the preceding chapter. Collecting data and identifying students errors have

been done well. Moreover, the other procedures would be described clearly as

follows:

1. Description of Errors

The writer classified the errors based on the Surface Taxonomy Categories to

know whether these errors involve in omission, addition, misformation, and misorder.

There are many students who committed errors, such as omitting necessary element

and adding unnecessary element. This following example is taken from two students

answer sheet (Student no 28 and 2).

Omitting unnecessary element

*If we huried, we would catch the bus.

The student committed error by omitting –r instead of –rr

Adding unnecessary element

*If we hurried up, we would catch the bus.

The student committed error by adding up, which actually it is hurried without

adding up.

Beside the example above, there are other errors that are recognized by the

writer such as misformation and misorder. The complete classification of errors are

presented in the table as the following below.

41

Table 4.2

The Description of Errors

Error Type: Omission

Question Type Question No. Student’s No. Errors Correct

F

ill

in t

he

Bla

nk

1 28, 38, 40 huried hurried

16 4 recyced recycled

1 31, 33, 39 hurry hurried

4 31, 32, 33,

35, 36

rain rained

12 31, 33 click clicked

16 31 recycle recycled

8 16, 33, 38 use used

17 4 would go would not go

T

ran

sform

atio

n

5 3, 4, 8, 12 were

millionaire

were a

millionaire

4 10, 11, 13 like her like her

4 24, 25, 28, 34 not big

headed

were not big

headed

4 33 she very big

headed

she were not

very wig headed

42

Table 4.3


Error Type: Addition


F

ill

in t

he

Bla

nk

1 2 hurried up hurried

1 12 would

hurried

hurried

1 14, 22 were hurried hurried

4 20, 21 were rained rained

8 5, 21, 28 would used used

8 8, 14 were used used

8 27 had used used

12 8, 10, 11, 14 were clicked clicked

12 25 would

clicked

clicked

12 27 had clicked clicked

16 7, 18 would

recycled

recycled

16 8, 14, 20 were recycled recycled

16 27 Had recycled recycled

14 3, 4, 22 Kneww Knew

2 22 would came came

2 27 had came came

6 5 would had had

10 8, 14 were got got

43

10 26 getten got

10 27 had got got

14 5, 7 would

knowed

knew

14 8, 14, 16, 24 were knowed knew

14 10, 11, 25 would knew knew

14 26, 34 knowed knew

14 27 had knew knew

3 19 would to play would to play

17 1 would not to

go

would not go

3 5, 6, 7, 11,

13, 14, 17,

23, 25, 28,

33, 34, 36,

37, 38, 39, 40

would played would play

3 26 would

playing

would play

7 5, 6, 7, 17,

19, 21, 23,

25, 26, 28,

33, 34, 38, 40

would invited would invite

17 7, 34 would not

went

would not go

20 3, 7, 23, 25,

32, 33, 39

would ate would eat

20 36 would eaten would eat

5, 9, 11, 15, 19 19, 32, 34, 35 if were were

44

5, 9, 19 21 if I were were

11 21 if you were were

15 21 if we were were

T

ran

sform

atio

n

2 25 would

contacted

would contact

3 7 would liked would like

5 1 because I

would give

I would give

2 10 had got got

5 33 can would

give

would give

1 39 would to go would go

1 1, 3, 4, 7, 8,

12, 15, 19,

22, 25, 26,

28, 30, 33,

35, 37

would goes would go

1 6, 7, 23, 25 would went would go

5 7, 25, 37 would gave would give

3 17, 18 did not felt did not feel

45

Table 4.4


Error Type: Misformation


F

ill

in t

he

Bla

nk

1 5, 6, 19, 32,

35

would hurry would hurry

1 10, 11, 20, 29 were hurryed hurried

1 25 were hurry hurried

1 27 had hurry hurried

4 1, 7, 13, 18 would be rain rained

4 3, 10, 22 were rain rained

4 4, 9 was rain rained

4 20, 21 would rain rained

4 27, 37 had rain rained

8 30, 32, 35 would use used

12 1, 13, 17, 18 would click clicked

12 32, 35, 38 did click clicked

16 32, 33, 35 were recycle recycled

2 1, 8, 13, 14,

17, 18, 21, 35

would come came

2 22 were come came

6 8 were had

6 21, 38 has had

6 32 would have had

10 1, 5, 13, 17, would get got

46

18, 20, 29,

32, 35, 37

10 16, 31, 33, 40 get got

10 39 could get got

14 19 known knew

14 32, 33, 35 would know knew

14 37 had know knew

14 38 know knew

18 6 would did did

18 8, 14, 16, 39 does did

18 20 do did

18 21 was did

18 26 doing did

7 1, 3, 5, 27 invited would invite

13 1, 13, 17, 18,

20, 21

played would play

13 10 were played would play

17 2 did not go would not go

17 5 went would not go

17 7 didn‟t went would not go

20 5, 6, 21, 28,

34, 38

ate would eat

20 36 were eat would eat

5, 9, 11, 15, 19 1, 13, 17, 18 would be were

5, 9, 11, 15, 19 3, 5 was were

5, 9, 11, 15, 19 9, 10, 11, 12,

20, 25, 27,

36, 37

if were

47

5, 15 16, 24 am were

5, 9, 11, 15, 19 26 if we where were

5, 9, 11, 15, 19 29 will be were

5, 9, 11, 15, 19 33 did were

T

ran

sform

atio

n

1 1, 13, 17, 18 were like liked

3 1, 13 were feel felt

5 2 did not a

millionaire

were a

millionaire

1 3, 4, 12 he like he liked

1 5, 9 always goes would go

2 6 will contact would contact

3 8, 19 were not felt didn‟t feel

1 9 does not

hated

did not hate

4 9 did not very

big headed

were not very

big headed

5 9, 16, 20, 24,

25, 27, 28, 30

am a

millionaire

were a

millionaire

5 9, 10, 11 can give would give

3 10, 11 were feel did not feel

5 10, 11 would a

millionaire

were a

millionaire

5 14 be a

millionaire

were a

millionaire

2 16, 20 can contact would contact

4 17, 18 don‟t like would like

1 19, 28 he likes he liked

4 19 she is not she were not

48

5 19, 33, 34 was a

millionaire

were a

millionaire

4 20, 27 did not like would not like

5 20 can‟t gave would give

4 21 was not big

headed

were not big

headed

1 23 does not hate did not hate

1 25 loves flying loved flying

4 30, 39 does not very

big headed

were not big

headed

3 34 not felt did not feel

2 37 were contact would contact

49

Table 4.5


Error Type: Misorder


Transformation

4 1, 2 *her would

classmate

like

her classmate

would like

After classifying student‟s errors based on surface strategy taxonomy

categories the writer calculated the number of each error types to know the frequency

of occurrence of each error types. This calculation used the formulae of descriptive

analysis technique as can be seen as below:

% = x 100%

Note % = Percentage

f = Frequency of each error type

n = Sum of the errors

50

Furthermore, to make it easier to read, she present it in the following table

below:

Table 4.6

The Frequency of Each Error Type

No Error Types The Number of

Error Type

Frequency of

Each Error Type

1 Omission 12 9.02%

2 Addition 47 35.33%

3 Misformation 73 54.89%

4 Misorder 1 0.76%

Total Number of Errors 133 100%

From the table of frequency of each error type above (table 4.6), it could be

seen that there are 133 errors found in students‟ test. These errors are omission,

addition, misformation and misorder.

Moreover, for detail explanation, the writer would explain briefly as the

following.

a. Omission

Omission occurs when the learner omitted necessary item of word. There are

12 occurrences or 9.02% of all students‟ errors. Some students also committed

errors by omitting an item that must appear within a morpheme. For example:

1) *If we huried, we would catch the bus. (Committed by students 28, 38, 40)

2) *We could reduce rubbish if we recyced these cans. (Committed by student 4)

Suggested correction

1) If we hurried, we would catch the bus.

2) We could reduce rubbish if we recycled these cans.

51

In addition, some students committed errors by omitting necessary morpheme.

For example:

*If she were not very big headed, her classmate like her. (Committed by

students 10, 11, 13)


If she were not very big headed, her classmate would like her.

b. Addition

Addition occurs when the learner added unnecessary item of word. There

are 47 occurrence or 35.33% of all errors occurring in the students‟ answer

sheets. The writer found that the students committed errors by adding

unnecessary item within a morpheme or adding unnecessary item in their

sentences. For example:

1) *If Tony kneww his phone number, he would not give it to Frank.

(Committed by students 3, 4, 22)

2) *Dono and Doni would to play in our football team if they were older.

(Committed by student 19)

3) *If I were a millionaire because I would give you some money.

(Committed by student 1)


1) If Tony knew his phone number, he would not give it to Frank.

2) Dono and Doni would play in our football team if they were older.

3) If I were a millionaire, I would give you some money.

52

The writer also found double marking errors in students‟ answer sheet. For

example:

1) *If we would hurried, we would catch the bus. (Committed by student

12)

2) *If you would used a pencil, the drawing would be perfect. (Committed

by student 5, 21, 28)



2) If you used a pencil, the drawing would be perfect.

c. Misformation

Misformation occurred when the students use the wrong form of

morpheme or structure. This type of errors is the dominant type of errors

which found in this research. There are 73 occurrence or 54.89% of whole

errors occurring in students answer sheets. For example:

1) *If we would hurry, we would catch the bus. (Committed by students 5,

6, 19, 32, 35)

2) *I would prepare dinner if I would come home earlier. (Committed by

students 1, 8, 13, 14, 17, 18, 21, 35)

3) *Nina would take an umbrella with her if it would be rain. (Committed

by students 1, 7, 13, 18)

4) *If you would use a pencil, the drawing would be perfect. (Committed by


5) *You would cancel the download if you would click the red button.

(Committed by students 1, 13, 17, 18)

6) *We could reduce rubbish if we were recycle these cans. (Committed by


53

In this research, the writer found that some students committed

misformation errors because they used the wrong form such as would hurry,

would come, would be rain, would use, would click, were recycle instead of

hurried, came, rained, used, clicked such as in example 1), 2), 3), 4), 5), 6).

The right form is after if clause must use past simple.



2) I would prepare dinner if I came home earlier.

3) Nina would take an umbrella with her if it rained.

4) If you used a pencil, the drawing would be perfect.

5) You would cancel the download if you clicked the red button.

6) We could reduce rubbish if we recycled these cans.

d. Misorder

Misorder occurred when the students put an utterance in wrong order.

This type of error is rarely found in this research. There are 1 occurrence or

0.76% of whole errors occurring in students answer sheets. In these research,

there are only two students who committed this error. Such as:

*If Vina were not very big headed, her would classmate like her.

(Committed by students 1 and 2)


If Vina were not very big headed, her classmate would like her.

2. Explanation of Errors

In this procedure, the errors are classified based on the cause of their

occurrence. The writer will analyze these errors based on the target language

54

system itself (intralingual). Here are the main sources of errors are considered

in this analysis. They are overgeneralization, incomplete application of rules

and false concept hypothesis.

a. Overgeneralization

Overgeneralization occurs because of the result of blending structures

learns early in the learning sequence. For example:

1) *if my father haved a car, I would take Anton to Puncak. (Committed

by students 17, 18)

2) *if Tony knowed her phone number, he would not give it to Frank.

From the example above, the students created errors by applying the

wrong past form, like had-haved and knew-knowed.

The suggested correction are:

1) If my father had a car, I would take Anton to Puncak.

2) If Tony knew her phone number, he would not give it to Frank.

b. Incomplete application of rules

Incomplete application of rules occurs because the inability of the

students to apply the rules of language completely. For example:

1) *if we hury, we would catch the bus. (Committed by students 28, 38,

40)

2) *if we hurry, we would catch the bus. (Committed by students 31, 33,

39)

The example above show that some students committed errors by

omitting necessary element within the word because they did not apply the

rule completely. In the sentence 1), the student did not add “r” in the word

hurry whereas in the sentence 2), the student did not add “ied” in the word

hurried, they did not completely apply the rule by omitting necessary

55

morpheme. Other errors committed

application of rule as the following:

errors because of incomplete

Errors

…recycled…


…recycled…

…rain…

…click…

…rained…

…clicked…

…use… …used…

c.

False concept hypothesis

False concept of hypothesis occurs when the students does not fully

understand a distinction in the target language. For example:

1) *if we would hurried, we would catch the bus. (Committed by student

12)

2) *Dono and Doni would played in our football team if they were older.

(Committed by students 5, 6, 7, 11, 13, 14, 17, 23, 25, 28, 33, 34, 36,

37, 38, 39, 40)

From the example above, it can be explained that student committed

addition errors because they do not fully understand the rule in the target

language. In sentence 1) and 2), the student failed to decide which rule

he/she wanted to use in making conditional sentence type II, so he/she used

both form by adding would and ied.


1) If we hurried, we would catch the bus

2) Dono and Doni would play in our football team if they were older.

56

3. Evaluation of Errors

The final stage in EA is to evaluate the errors. In so doing, Burt suggests

that errors can be evaluated as global errors that affect overall sentence

organization, or local errors that affect single elements in a sentence (i.e.

morphology or grammatical functions).

From the descriptions above we can conclude that the errors made by

the students belong to local errors that affect single elements in a sentence, for

example: if we would hurried, we would catch the bus. The error committed

in the sentence does not affect overall organization, but only a single element

in a sentence.

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

This study is to identify and to classify the error types, to find out the

occurrence frequency of each error types and to find out the causes of errors of

conditional sentence type II in Second Grade of Natural Science of National

Senior High School 9 Kota Tangerang Selatan.

The method used in this study is qualitative method. The qualitative design

applied in this study was case study. This study is also conducted using error

analysis procedures started from data collection, identification of errors,

description of errors, explanation of errors, and evaluation of errors. In this study,

the data was collected using observation, test, and interview. The test is used as

primary data to know the types of errors that students’ made, whereas observation

and interview are as supporting data to know the causes of errors.

From the study, It was found that the students’ errors in using conditional

sentence type II is in four categories; they are omission, addition, misformation or

misorder. From 133 total of errors, there are 12 errors or 9, 02% fell into omission

categories and 47 errors or 35, 33% fell into addition categories. Then, 73 errors

or 54, 89% fell into misformation categories; whereas for misorder categories, it

only had 1 error or 0, 76%.

Furthermore, the writer identified some causes of errors which influence

students to commit those errors; they are overgeneralization, incomplete

application of rules, and false concept hypothesis.

From those causes of errors, the errors made by the students belong to local

errors that affect single elements in a sentence. So, the communication is still

understood and it could not hinder the message.

56

57

B. SUGGESTIONS

Error is a natural an inevitable part of learning process, however, better way in

teaching and learning process must still be found in order to minimalize the

students’ error. Here are several suggestions for the teacher in order to do so:

1. Before explaining the main learning subject, the teacher should explain

supporting materials that is needed by the students; in the case of conditional

sentence type II, the teacher should explain first some supporting materials

such as past form, simple past tense, and past future tense.

2. Instead of translating to mother language, which is Indonesian, the teacher had

better give the context of the sentence. So, the students will get clear

understanding and not become confused of the absent of the equivalent in their

mother language.

3. The teacher should also facilitate the students in practicing the form.

4. The teacher should also give more encouragement to the students when they

are practicing using the form.

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Lightbown, Patsy. Nina, Spada M. (2006). How language are learned. Oxford:

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Appendix 1a: Interview for The English Teacher

The Question Guide to Interview the English Teacher

1. Menurut ibu materi conditional sentence tipe II yang diajarkan di kelas XI

IPA 1 termasuk mudah atau susah untuk di pahami siswa?

2. Bagaimana ibu mengajarkan materi ini kepada siswa?

3. Apakah ibu menemukan kesalahan-kesalahan siswa pada saat belajar atau

menggunakan conditional sentence tipe II?

4. Kesalahan seperti apa yang sering ibu temukan?

5. Menurut ibu apa penyebab siswa mengalami kesulitan-kesulitan tersebut?

61

Appendix 1b: The Result of English Teacher Interview

1. Menurut saya diantara tiga jenis conditional sentence tipe kedua ini memang

lebih sulit untuk di pahami siswa. Hal ini mungkin di karenakan oleh 2 hal:

pertama, digunakannya kata kerja bentuk ke dua, nah kata kerja bentuk kedua

ini itu kan ada regular dan irregular. Terkadang siswa bingung untuk

menentukannya. Yang kedua, dari sisi makna conditional sentence tipe ke2

itu sendiri. Siswa seringkali lebih kebingungan untuk memahami maknanya

hal ini mungkin dikarenakan tidak adanya pembanding dalam bahasa asli

mereka.

2. Pertama tentunya saya mengingatkan akan penggunaan kata kerja ke dua baik

regular maupun irregular. Selanjutnya saya mencontohkan penggunaannya

dalam bentuk kalimat.

3. Ia tentu saja.

4. Pertama mereka seringkali masih menggunakan conditional sentence tipe satu

bukannya tipe II. Kedua, mereka banyak melakukan kesalahan dalam

penggunaan main clause atau kalimat utama.

5. Pertama mungkin siswa masih belum terlalu memahami fungsi dari

conditional sentence tipe II. Kedua, mungkin karena tidak adanya

pembanding dalam bahasa ibunya. Ketiga, mungkin mereka belum

memahami perubahan kata kerja kedua.

62

Appendix 2a: Interview for the Student

The Question Guide to Interview the Student

1. Bagaimana pendapatmu tentang pelajaran bahasa Inggris?

2. Bagaimana pendapatmu tentang materi conditional sentences tipe 2?

3. Apakah kamu mengalami kesulitan dalam membuat kalimat pengandaian tipe 2

(conditional sentence type 2)?

4. Kesulitan-kesulitan apa saja yang muncul dalam membuat kalimat pengandaian

tipe 2 (conditional sentence type 2)?

5. Bagaimana guru kamu mengajarkan materi conditional sentence tipe 2?

6. Apakah kamu mengerti penjelasan guru tentang kalimat pengandaian tipe 2

(conditional sentence type 2)?

7. Apakah kamu kesulitan dalam membedakan kalimat inti (main clause) dengan

anak kalimat (subordinate clause/if clause)?

8. Apakah kamu sering mengalami kesulitan dalam menentukan jenis kalimat

pengandaian yang harus digunakan; tipe 1 atau tipe 2? Mengapa?

9. Apakah kamu dapat menggunakan regular and irregular verb?

10. Apakah kamu dapat mengaplikasikan atau menggunakan rumus pengandaian

tipe 2?

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Appendix 2b: The Result of Students’ Interview

Student 1

1. Memusingkan

2. Saya masih belum paham

3. Ia

4. Menentukan bentuk kata kerja keduanya terutama yang tidak beraturan, lalu

saya juga belum terlalu hafal semua vocabulary nya.

5. Memberikan contoh conditional sentence tipe II.

6. Kurang bisa dipahami. Saya masih belum mengerti.

7. Ia, masih bingung.

8. Ia, soalnya belum hapal rumusnya.

9. Terkadang bisa, terkadang juga tidak. Tergantung verbnya.

10. Tidak terlalu bisa.

Student 2

1. Menarik namun sedikit memusingkan.

2. Agak sulit untuk dipahami.

3. Ia

4. Rumusnya yang berpasangan. Saya masih belum terlalu mengerti.

5. Kurang detail, jadi saya masih kebingungan.

6. Belum terlalu paham.

7. Ia

8. Ia, masih bingung saja kapan harus pakai tipe 1 kapan harus pakai tipe 2.

9. Bisa

10. Kurang bisa.

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Name: Class:

I. Complete the sentences with the bold verbs. Use conditional sentences type II.

For example: We would get up on time if we (have) an alarm clock.

We would get up on time if we had an alarm clock.

1. If we (hurry), we would catch the bus.

2. I would prepare dinner if I (come) home earlier.

3. Dono and Doni (play) in our football team if they were older.

4. Nina would take an umbrella with her if it _(rain).

5. (be) they to arrive tomorrow, we would have to buy some food.

6. If my father (have) a car, I would take Anton to Puncak.

7. I (invite) him to my birthday party if he (be) my friend.

8. If you (use) a pencil, the drawing would be perfect.

9. (be) I to win the prize, I would not spend it on things I don’t need.

10. If Roni (get) more pocket money, he would ask Rani out for dinner.

11. (be) I you, I would stop smoking.

12. You would cancel the download if you (click) the red button.

13. They (play) in the school basketball if they were old enough.

14. If Tony (know) her phone number, he would not give it to Frank.

15. (be) you to change your mind, we would be delight.

16. We could reduce rubbish if we (recycle) these cans.

17. If I were you, I (not/go) to Eric’s party.

18. If he (do) not print the document, I would not correct it.

19. (be) I in your position, I would accept it.

20. If the steak were not so hot, we (eat) it.

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II. Imagine what would happen if the situation was different. Write sentences in

the second conditional.

For example:

Tina does not say yes because Marco does not ask her out.

Tina would say yes If Marco asked her out.

1. Luke never goes abroad because he hates flying.

Luke………………………………………………………………………

2. I can’t contact him because he doesn’t have any mobile phone.

If……………………………………………………………………………

3. I can’t go to school because I feel ill.

If…………………………………………………………………………….

4. Vina’s classmates don’t like her because she’s very big headed.

If……………………………………………………………………………

5. I cannot give you some money because I am not a millionaire.

If……………………………………………………………………………

an analysis on students’ errors in using conditional sentences type...

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