ERRORS ANALYSIS ON THE SECOND GRADE...

ERRORS ANALYSIS ON THE SECOND GRADE STUDENTS

OF SENIOR HIGH SCHOOL IN USING TYPE TWO OF

CONDITIONAL SENTENCES AT SMA DUA MEI CIPUTAT

A ‘Skripsi’ Presented to the Faculty of Tarbiya and Teachers Training in

Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor

of Arts) in English Education Department

BY:

MUHAMAD RIDHO PRATAMA

NIM: 107014000699

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2011

ERRORS ANALYSIS ON THE SECOND GRADE STUDENTS

OF SENIOR. HIGH SCHOOI- IN USING TYPE TWO

OF COI{DITTONAL SENTENCES

AT SMA DUA MEI CIPUTAT

A ,skripsi'presented to the Faculty of Tarbiya and Teachers Training in Partial

Fulfillment of the Requirements for the Degree of Strata L (Bachelor of Arts) in English

Education DePartment

MUHAMAD RIDHO PRATAMANIM: 107014000699

Approved bY:

Advisor,

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

SYAzuF HIDAYATULLAH

JAKARTA

20ll

Or. Altk i\{lPd'tgogogtz 200901

BNDORSEMBNT SHEET

The Examination Committee of the Faculty of Tarbiya and Teachers'Training Certifies that the "Skripsi" (Scientific Paper) entitled "Errors Analysis onthe Second Grade Students of Senior High School in Using Type Two ofConditional Sentences at SMA Dua Mei Ciputat." Written by Muhamad RidhoPratama, Student's Registration Number 107014000699 was Examined by theCommittee on 21" of December 2011, and Declared to have passed and therefore,Fulfilled one of the Requirements for the Academic Title of 'S.Pd.' (Bachelor ofArts) in English Education Department.

Jakarta, 21 December, 2011

EXAMINATION COMMITTEE

Chairman : Drs. Syauki. M.Pd.NrP. 19641212 199103 1, 002

: Neneng Suneqgsih. M.Pd.NrP. 19730625 199903 2 001

Secretary

Examiners : l. Drs. H. Bahrul Hasibuan. M.Ed. (

2. Drs. Syauki. M.Pd.NIP. 196412t2 t99t03 |

Acknowledged by

Dean of Faculty of Tarbiyah and Teachers' Training

WDr. Nurlena Rifa'i. Ph.D.

NIP. 19591020 198603 20A1

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 tndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-089Tgl. Terbit : 1 Maret 2010No. Revisi: : 01

Hal 1t1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tan

Nama

Tempat/Tgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi

gan di bawah ini,

. M.,/h o,,,. ^A,R.;eth.e...?mk s-oJ *.ts*rf*. r. .l.l..N.ev.en kr lg 83

......\.y2. r.\ .tt e eg. 6sS

.. . . Pe,nol,".l; kun. .B c'U*s qlq qqng

. Etn rr. Analy sis . p n, khe. . .#,nn rl . .6.r.a d e I u, e *,ts o €9ga i.lr . H i *s\. . 9.e.h.*.1 . .i r. . .Uf in gllli Er e.T- * 9,G c a-^d{ e ro n < )

TEH'I'H Wrey.

Dosen Pembimbing

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta,Mahasiswa Ybs.

88F5D,{4F64305208

^41h" Yt:**t ' ' ;J '

o I4ooD 6s3

ii

ABSTRACT

Pratama, Ridho. 2011. Error Analysis on the Second Grade Students of

Senior High School at SMA Dua Mei Ciputat

Advisor : Dr. Alek, M.Pd.

Key Words : Errors Analysis on students’ Error, Type Two of Conditional

Sentences, SMA Dua Mei Ciputat

Skripsi entitled “ERRORS ANALYSIS ON THE SECOND GRADE

STUDENTS OF SENIOR HIGH SCHOOL IN USING TYPE TWO OF

CONDITIONAL SENTENCES AT SMA DUA MEI CIPUTAT.” The research is

aimed at obtaining clear information about the students’ errors and knowing the

reason why the students make errors in using type two of conditional sentences at

SMA Dua Mei Ciputat. The population of the research is 30 students of SMA Dua

Mei Ciputat. Data were collected through test and interview. The collected data

was analyzed by using descriptive analysis by describing students’ errors and

quantitative analysis by the formula of percentage. The findings of the research

are as follows: (1) Based on the explanations on research findings, so the errors

made by the students consisting of word choice with 55.8%, verb tense with

39.8%, omit a word with 1.94%, add a word with 0.97%, meaning not clear with

0.97%, and word form with the percentage 0.48%. (2) The reason why the

students make errors in using type two of conditional sentences caused by inter-

lingual transfer in which the system, rules, and patterns of the students’ native

language distract their target language with the percentage 46.61%. Next, the

students make the errors caused by context of learning in which either the

teachers, textbooks, or the patterns are improperly contextualized with the

percentage 38.83%. There are 14.07% of the students make the errors caused by

intra-lingual transfer in which the students create hypotheses, that are not related

to their first and target language. At last, 0.49% of the student makes the errors

caused by communication strategies in which the student has own way to do with

the mother tongue and target language inappropriately.

iii

ABSTRAK

Pratama, Ridho. 2011. Error Analysis on the Second Grade Students of

Senior High School at SMA Dua mei Ciputat

Advisor : Dr. Alek, M.Pd.

Key Words : Errors Analysis on students’ Error, Type Two of Conditional

Sentences, SMA Dua Mei Ciputat

Skripsi yang berjudul “ERRORS ANALYSIS ON THE SECOND GRADE


CONDITIONAL SENTENCES AT SMA DUA MEI CIPUTAT” dimaksudkan

untuk mendapatkan informasi yang jelas tentang kesalahan siswa dan untuk

mengetahui alasan mengapa siswa melakukan kesalahan dalam menggunakan tipe

dua conditional sentences di SMA Dua Mei Ciputat. Populasi penelitian adalah 30

siswa SMA Dua Mei Ciputat. Data dikumpulkan melalui tes dan wawancara. Data

yang dikumpulkan dianalisa menggunakan analisa deskriptif dengan

menggambarkan kesalahan siswa dan analisa kuantitatif dengan rumus persentase.

Hasil penelitian adalah sebagai berikut: (1) Kesalahan-kesalahan yang banyak

dibuat oleh siswa terdiri dari: word choice dengan persentase 55.8%, verb tense

dengan 39.8%, omit a word dengan 1.94%, add a word dengan 0.97%, meaning

not clear dengan 0.97%, dan word form dengan persentase 0.48%. (2) Alasan

mengapa siswa melakukan kesalahan dalam menggunakan tipe dua conditional

sentences disebabkan karena inter-lingual transfer dimana system, aturan, dan

pola bahasa asli siswa mengganggu bahasa yang sedang siswa pelajari dengan

persentase 46.61%. Selanjutnya, siswa membuat kesalahan karena context of

learning yang mana guru-guru, buku teks, atau pola-pola tidak kontekstual dengan

persentase 38.83%. Ada 14.07% siswa yang membuat kesalahan disebabkan oleh

intra-lingual transfer dimana siswa membuat hipotesa yang tidak ada

hubungannya dengan bahasa pertama dan bahasa yang mereka sedang pelajari.

Terakhir, 0.49% dari siswa membuat kesalahan disebabkan karena communication

strategies dimana siswa memiliki cara sendiri terhadap bahasa asli mereka dan

bahasa yang sedang dipelajari dengan tidak tepat.

iv

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,

Lord of the world, who has blessed the writer in completing this ‘skripsi’. Peace

and Blessing be upon the Prophet Muhammad SAW, his family, his companion,

and his followers.

In this opportunity, the writer would like to express his greatest honor to

his beloved family; his parents, Wasirun, BA. and Anna Hamimi, BA. and his

sister; Rahmatia Andaruni, who always give their support and moral

encouragement in finishing his study. Also, he would like to address his greatest

thanks to his advisor Dr. Alek, M.Pd for his time, guidance, valuable helps,

correction and suggestion during completing this ‘skripsi’.

The writer realizes that if there were no support and motivation from

people around him, he could not finish this ‘skripsi’. Therefore, he would like to

give his deepest appreciation to:

1. All lecturers in English Education Department who always give their

motivation and valuable knowledge and also unforgettable experience

during her study at State Islamic University ‘Syarif Hidayatullah’ Jakarta.

2. Drs. Syauki, M. Pd; the chairman of English Education Department and

Neneng Sunengsih, S. Pd; the secretary of English education Department.

3. Prof. Dede Rosyada, M. A; the Dean of faculty of Tarbiyah’ and Teachers’

Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.

4. Yayat Ruhiat, S. Pd. The Headmaster of SMA Dua Mei Ciputat who has

allowed the writer to observe there. Also, the second grade students of

class XI Social and class XI Science, who helped the writer by doing the

test given. If there were no their help, this ‘skripsi’ would not be

accomplished.

v

Hopefully, this ‘skripsi’ can be useful to the readers, particularly to the

writer. Also, the writer realized that this ‘skripsi’ is far from being perfect.

It is a pleasure for him to receive constructive critics and suggestion from

anyone who read his ‘skripsi.

Jakarta,…………………

The Writer

vi

TABLE OF CONTENTS

ENDORSEMENT SHEET ............................................................................................................ i

ABSTRACT ................................................................................................................................... ii

ACKNOWLEDGEMENT ........................................................................................................... iv

TABLE OF CONTENTS ............................................................................................................ vi

LIST OF TABLES ....................................................................................................................... ix

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

A. The Background of the Research .............................................................................1

B. The Limitation and Scope of the Problems .............................................................4

C. The Formulation of the Problems ............................................................................4

D. The Objectives of the Research ...............................................................................4

E. The Significances of the Research ..........................................................................5

CHAPTER II: THEORETICAL FRAMEWORK .....................................................................6

A. Errors Analysis ......................................................................................................6

1. The Differences between Errors and Mistakes ................................................6

2. The Causes of Errors ........................................................................................7

3. The Classification of Errors ...........................................................................10

4. The Procedures of Errors Analysis ................................................................11

B. Grammar ...............................................................................................................12

1. The Definition of Grammar ...........................................................................13

2. The Types of Grammar ..................................................................................13

vii

C. Sentences ..............................................................................................................14

1. The Definition of Sentences ...........................................................................14

2. The Types of Sentences .................................................................................15

D. Conditional Sentences ..........................................................................................16

1. The Definition of Conditional Sentences .......................................................16

2. The Types of Conditional Sentences .............................................................18

3. The Functions of Conditional Sentences .......................................................25

4. The Usages of Conditional Sentences ............................................................26

E. Type Two of Conditional Sentences ..................................................................27

1. The Form of Type Two of Conditional Sentences .........................................27

2. The Function of Type Two of Conditional Sentences ...................................31

3. The Usages of Type Two of Conditional Sentences ......................................31

4. The Difficulties in Using Type Two of Conditional Sentences .....................34

CHAPTER III: RESEARCH METHODOLOGY ....................................................................36

A. The Purpose of the Research .................................................................................36

B. The Time and Place of the Research .....................................................................36

C. The Population of the Research ............................................................................36

D. The Method of the Research .................................................................................37

E. The Instrument of the Research ............................................................................37

F. The Technique of Data Collecting ........................................................................38

G. The Techniques of Data Analysis .........................................................................38

CHAPTER IV: RESEARCH FINDINGS .................................................................................40

A. The Data Description ...........................................................................................40

B. The Data Analysis ................................................................................................77

C. The Data Interpretation ........................................................................................85

viii

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................................................87

A. Conclusions ..........................................................................................................87

B. Suggestions ...........................................................................................................87

BIBLIOGRAPHY

APPENDICES

ix

LIST OF TABLES

1. Table 2.1 (The Examples of the Procedures of Errors Analysis) .............. 12

2. Table 2.2 (The Formula of Type One of Type Two of

Conditional Sentences Started from If Clause Ended with

Main Clause) .............................................................................................. 19

3. Table 2.3 (The Formula of Type One of Conditional Sentences

Started from Main Clause Ended with If Clause) ...................................... 19

4. Table 2.4 (The Formula of Type Two of Conditional

Sentences Started from If Clause Ended with Main Clause) ..................... 22

5. Table 2.5 (The Formula of Type Three of Conditional

Sentences Started from If Clause Ended with Main Clause) ..................... 23

6. Table 2.6 (The Formula of Type Three of Conditional Sentences

Started from Main Clause Ended with If Clause) ...................................... 23

7. Table 2.7 (The Brief Explanation of Usages of Type Two of

Conditional Sentences)............................................................................... 26

8. Table 2.8 (The Brief Explanation of Affirmative Statements in

Type Two of Conditional Sentences) ......................................................... 28

9. Table 2.9 (The Brief Explanation of Short Answer in


10. Table 2.10 (The Brief Explanation of WH-Questions in Type

Two of Conditional Sentences) .................................................................. 28

11. Table 2.11 (The Brief Explanation of Negative Statements in


12. Table 2.12 (The Brief Explanation of Yes/No Questions in


13. Table 2.13 (The Tense Combination of Present Unreal)............................ 34

14. Table 3.1 (The Tense Area and Each Item) ............................................... 37

15. Table 3.2 (The Average Errors Formula) ................................................... 39

16. Table 4.1 (The Students’ Response Distribution on Each Item of

Test in Part I) ............................................................................................ 40


Test in Part II) ............................................................................................ 41


Test in Part II) ............................................................................................ 41

19. Table 4.4 (The 1st

Identification of the Students’ Errors) ........................... 42

20. Table 4.5 (The 2nd

Identification of the Students’ Errors) .......................... 44

21. Table 4.6 (The 3rd

Identification of the Students’ Errors) ......................... 45

22. Table 4.7 (The 4th


x






Identification of the Students’ Errors) ........................ 49


Identification of the Students'Errors) .......................... 51


Identification of the Students’ Errors) ........................ 52


Identification of the Students’ Errors) ...................... 54





















39. Table 4.24 (The 21st

Identification of the Students’ Errors) ....................... 66

40. Table 4.25 (The 22nd


41. Table 4.26 (The 23rd







Identification of the Students’ Errors) ..................... 73




Identification of the Students’ Errors) ..................... 75




Identification of the Students’ Errors ) ..................... 76

49. Table 4.34 (Table of Number of Classification of Errors Explanation) .... 77

50. Table 4.35 (Table of Number of Causes of Errors Explanation) ............... 78

51. Table 4.36 (The Frequency and Percentage of the Students’

Errors in the Form of Type Two of Conditional Sentences in

Part I) .......................................................................................................... 79

52. Table 4.37 (The Frequency and Percentage of the Students’ Errors in the

Form of Type Two of Conditional Sentences in Part II) ........................... 81

53. Table 4.38 (The Frequency and Percentage of the Students’

Errors in the Form of Type Two of Conditional Sentences in

Part III) ...................................................................................................... 83

1

CHAPTER I

INTRODUCTION

A. The Background of the Research

English is the most common language used throughout the world.

Christopher Brumfit states that “English is an International Languge in that it is

the most widespread medium of international communication, both because of the

number and geographical spread of its speakers, and because of the large number

of non-native spekers who use it for part at least of their international contact”.1

As a foreign language in Indonesia, English has an important position and

clearly needed by many learners to deliver thought and interact in a variety of

situations. Therefore, people realize without mastering the language interaction

and all kinds of activities among the people will breakdown. Because when we

learn a language, we learn to communicate through the language we have learned.

But with mastering English, the student can develop their knowldge; science,

technology, art and relations with other countries.

In Indonesian Schools, English is determined as a compulsory subject in the

national curriculum. It is taught at the beginning from Elementary School up to

the university. As we know, the goal of teaching English in Indonesia is to enable

students to use English as a means of communication. Hence, if the students want

to master English well, they have to master four basic language skills. They

should have a capability of Grammar. Grammar is needed even in conmunication

because it can avoid misunderstanding.

Grammar is one of the language aspects which are taught to every language

learners. It is the basic knowledge and important role in underestanding the

English language. Also, it consists of rules set either in writing some English

sentences, in listening English voices, in reading several passages, and in having

English conversation.

1 Christopher Brumfit, English for International Communication, (Oxford: Pergamon Press

Ltd., 1981), p. 1.

2

According to Paul Robert, he states that Grammar is a body of

generalization about how people says thing in order to make generalization, we

must agree on the meaning of terms for the things we wish to talk about. Grammar

accuracy is only part of communication to convey a message, where grammar is

merely a tool.2

By learning grammar, we can communicate our message clearly and learn

about the rules to construct the good sentences. Then, it is expected that we can

share the information and be confident to express the idea when we have a

communication with other people. If we are good in saying the words, other

person who listen to us will understand about the things that we want to share.

Especially, for the students from non-English background, who learn

English encounter the same problems in learning conditional sentences. They may

understand the syntactic changes of each type, but they may have difficultiers in

grasping the semantic of all types. Conditional sentence of type one may be easier

to understand since it has same meaning in Indonesian, but both type two and

three of conditional sentencesmay cause problems since according to the students,

these types do not exist in Indonesian language.

The students of Indonesia do not realize that unlike type one of conditional

sentences, both type two and three can not be translated as jika, but seandainya.

As in If I had wings I would fly to the moon, which should be translated as

seandainya (not jika) saya punya sayap, saya akan terbang ke bulan. Students‟ on

awareness of the differences in the meaning of the conditional sentences that can

be seen through the way they translate the conditional sentences might be seen

through the way they translate the conditional sentences.

There are two clauses in conditional sentences, they are subordinate clause

and main clause; therefore, they are syntactically more complex than many other

structures. Furthermore, the students must have mastered the system of English

tense-aspect as good as the modal auxiliaries and negation.3 It might be not easy

2 Paul Robert, Understanding Grammar, (New York: Harper & Row Publishers, 1954), p.

123. 3 Marianne Celce Murcia and Diane Larsen Freeman‟s, The Grammar Book, 2

nd Edition.,

(London: Newbury House Publishers, 1999), p. 545.

3

for most students to share their expressions by using type two of conditional

sentences because it is harder to write sentences in English language rather than to

do it in Indonesian language since English language distinguishes a lot from their

mother tongue due to its grammar, systems, patterns and rules.

From that situation, in the process of making type two of conditional

sentences, the students may do some errors and mistakes. While errors and

mistakes are two different things as defined by some experts; Errors cannot be

self-corrected by the students while mistake can be.4 Hence, errors analysis takes

an important role to identify what kinds of errors that the students do the most in

using type two of conditional sentences, the causes of errors and mistakes happen

in students‟ language learning.

Globalization era that demands people to be competitive has constantly

changed the students today become open minded and more critical than their

preceding generations. SMA Dua Mei Ciputat set up type two of conditional

sentences in syllabi to the second grade students.

This fact enhances not only the need to fulfill the writer‟s curiosity of how

good the students use type two of conditional sentences, but also the need to know

how well the students whom called critical in their thoughts. Therefore, the writer

would like to do the field research at the place.

Based on the research the writer did at SMA Dua Mei, he found so many

problems faced by the second year students who were able to understand what

kind of modal and tense they had to use in type two of conditional sentences. As a

matter of fact, the students‟ errors in using type two of conditional sentences may

be caused by the situation and condition that the students often face in classroom

as the teacher delivers the materials; lack of games while the students are getting

bored, no appraisal while the students are very bright in a lesson, lack of creativity

in developing teaching method in classroom in order that the students might be

more attractive and curious with every single thing the teacher says, students‟

mother tongue, but there is still a national examination), limited facilities,

4 Douglas Brown, Principles of Language Learning and Teaching, 4

th Edition (New York:

Addison Wesley Longman, Inc.,2000), p. 217

4

uncontrolled classroom situation, too many students in one class, low motivation

from the students, no sufficient facilities available, and also none of supporting

environment which help the students develop their ability.

From the explanations above, the writer is interested in analyzing students‟

errors in using type two of conditional sentences. The writer would like to carry

out a research under the title ERRORS ANALYSIS ON THE SECOND GRADE


CONDITIONAL SENTENCES AT SMA DUA MEI.

B. The Limitation and Scope of the Problems

In this study, the writer focused on analyzing the second grade students‟

grammatical errors on using type two of conditional sentences at SMA Dua Mei

Ciputat. To be more focused, the problem is limited on analyzing the students‟

grammatical errors on using type two of conditional sentences that are based on

Betty Azar‟s grammatical error classification. Here are the classifications:

singular-plural, word form, word choice, verb tense, add word, omit word, word

order, incomplete sentence, spelling, punctuation, capitalization, article, meaning

not clear and run on sentence.5

C. The Formulation of the Problems

Based on the background of the study, the writer formulates her problem as

follows:

1. What are the students‟ errors in using type two of conditional sentences?

2. Why do the students make errors in using type two of conditional sentences?

D. The Objectives of the Reseacrh

In order to guide the analysis in the research, the objectives are to obtain

some clear information about the students‟ errors, and to know the reason why the

students make errors in using type two of conditional sentences. In addition, the

5 Bety Schrampfer Azar, Understanding and Using English Grammar, 2

nd Edition, (New

Jersey: Prentice Hall, 1992), p. A29.

5

writer expects that this „skripsi‟ will be useful for the English teachers in teaching

type two of conditional sentences and for the senior high school students in

second year to anticipate the mastery level that the may face in learning the type

two of conditional sentences.

E. The Significances of the Reseacrh

Theoretically, the research can hopefully be useful for english teachers to

know the students‟ errors in using type two of conditional sentences and to make

them easier to understand using type two of conditional sentences.

Not only that, the students may also know the right formula of type two of

conditional sentences. Besides, the writer is able to recognize some students‟

errors in using type two of conditional sentences, and the way out to solve them.

Practically, the research can be a good reference for the teachers who teach

type two of conditional sentences in order to be able to minimize a number of

errors and mistakes the students generally do by the simple way. However, the

students may correctly apply what they have been taught in terms of type two of

conditional sentences. Also, the writer are going to able to make the students

easier to understand in using type two of conditional sentences well.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Errors Analysis

W. R. Lee first introduced errors analysis in 1957, and it gained popularity

in the 1970s. Although, the field of errors analysis in Second Language

Acquisition was established in the 1970s by S. P. Corder and colleagues, errors

analysis was an alternative to contrastive analysis.1

According to David Crystal, “Error analysis in language teaching and

learning is the study of the unacceptable forms produced by someone in learning a

language, especially foreign language”.2 Besides, Pit Corder states in his book

that error analysis is carried out in three successive stages, they are:

1) Recognition of Errors

It is crucially dependent upon interpretation of the learners‟ intentions.

2) Description of Errors

In this step, one tries to show they have failed to realize the intended message.

3) Explanation of Errors

Explanation is still largely speculative because of our limited knowledge of the

psychological and neurological process involved in language learning.3

So the writer tries to conclude that the errors analysis is a way of looking at

errors made by the learners of the target language, as a source of information to

the teachers, which in turns helps them correct the students‟ errors, and improves

the effectiveness of their teaching.

1. The Differences between Errors and Mistakes

Learning a language is fundamentally process that involves making of

mistakes or errors. The mistakes include with vocabulary items, grammatical

pattern, and sound patters as well.

1 http://en.wikipedia.org/wiki/second language acquistion. 12 September 2011 2 David Crystal, An Encyclopedic Dictionary of Languages, (Oxford: Blackwell, 1992), p.

125. 3 http://teaching stylesonline.com/stages of error analysis. Html. 20 May 2011

http://en.wikipedia.org/wiki/second

http://teaching/

7

James (1998) differentiates between errors and mistakes. He defines errors

as a systematic mistakes due to lack of language competence while mistakes

refers to performance errors because of a random guess or slip. While errors

cannot be self-corrected, mistakes can be self-corrected if the deviation is pointed

out to the speaker.4

Meanwhile, Edge (1989) offers simpler definitions that are especially

important for classroom teachers to keep in mind. He states that a slip or mistake

is what a learner van self-correct.5 Furthermore, Corder (1967) defines mistakes

as a random performance caused by fatigue, excitement, etc; therefore, it can

readily be self-corrected. Errors are systematic deviation made by learners who

have not yet mastered the rules of the target language. Consequently, learners

cannot self-correct an error because it is a product reflective of the learner‟s stage

of target language development, or underlying competence.6

To sum up, mistakes are failure to use language because of slip of the

tongue, or spelling. The learner easily corrects this failure since they conceptually

understand the language system. On the other hand, errors are mistakes that the

students make due to lack of competence. They are not able to do self-correction

because they do not know the concept.

2. The Causes of Errors

Errors occur for many reasons. One obvious cause is interference from the

native language. The learners may make errors because they assume that the target

language and their native language are similar. While in fact they are different,

they generalize the similarity between the target language and their mother tongue

known usually as „overgeneralization‟.

Another obvious cause is simply an incomplete knowledge of the target

language. The students are asked to produce words or sentences that they have not

yet learnt in grammar; therefore they often might made several mistakes. For

4 Douglas Brown, Principles of Language Learning and Teaching 4

th Edition., (New York:

Longman, 2000), p. 217. 5 Douglas Brown, Principles of Language Learning and Teaching 4

th Edition., ......p. 217.

6 Diane-Larsen Freeman, and Michael H. Long, An Introduction to Second Language

Acquisition Research, (New York: Longman. 1991), pp. 59–60.

8

example, English has different tenses to indicate time of happening, such as

present, past, and future, while Indonesian language does not. Therefore, these

differences obviously cause many Indonesian learners make errors in tenses.

John Norrish exposes three types and causes of errors:

a. Carelessness: it is often closely related to lack of motivation. Many

teachers will admit that it is not always the students‟ fault if he loses

interest; perhaps the materials and/or the style of presentation do not

suit him.

b. First language interference: It was commonly believed until fairly

recently that learning a language (mother tongue or a foreign language)

was a matter of habit formation. The learners‟ utterances were thought

to be gradually „shaped‟ towards those of the language he was learning.

For instance, in English „some‟ and „any‟ are used in different ways.

c. Translation: it should be made clear at this point that the distinction

between „interference‟ is that what takes place is largely unconscious in

the mind of the learner.7

Meanwhile, Brown (2000) states that “Causes of errors are inter-lingual

transfer, intra-lingual transfer, context of learning, and communication

strategies.”8 For more details, please look at the explanations below:

a. Inter-lingual transfer

Inter-lingual transfer is cause of error from transferring knowledge or

grammar into the target language. It means the native language interference the

target language in terms of patterns, system or rules.

b. Intra-lingual transfer

Intra-lingual transfer refers to errors caused by the lack competence of the

language being learnt (TL). There are items produced by the learner that does not

reflect the structure of the mother tongue, but generalizations based on partial

exposure to the target language. The learner tries in this case to derive the rules

behind the data to which has been exposed by the learner, and may develop

hypotheses that correspond neither to the mother tongue nor to the target

language.

7 John Norrish, Language Learners and Their Errors, (London: Macmillan, 1983), pp. 21–

26. 8 Douglas Brown, Principles of Language Learning and Teaching 4

th Edition., (New York:

Longman, 2000), pp. 223–227.

9

c. Context of learning

A third major source of error, although it overlaps both types of transfer, it

is the context of learning. “Context” refers, for example, to the classroom with its

teacher and its material in the case of school learning or the social situation in the

case of untutored second language learning. In a classroom context, the teacher or

the textbook can lead the learner to make faulty hypotheses about the language.

Students often make errors because of a misleading explanation from the teacher,

faulty presentation of a structure or word in a textbook, or even because of a

pattern that was rottenly memorized in a drill, but it is improperly contextualized.

In addition, teacher may provide incorrect information-not an uncommon

occurrence-by way of a misleading definition, word, or grammatical

generalization. Another manifestation of language learned in classroom contexts

is the occasional tendency on the part of learners to give in contracted and

inappropriately formal forms of language. The sociolinguistic context of natural,

untutored language acquisition can give rise to certain acquisition that may itself

be a source of error. For example, a Japanese immigrant who lived in a

predominantly Mexican American area of a US city produced a learner language

that was an interesting blend of Mexican American English and the standards

English colored by his Japanese accent.

d. Communication strategies

Communication strategies are a means whereby a learner can express

himself in the language he is learning, using some sort of „inter language‟ as a

half-way house between his own and his target language.9

In conclusion, there are some aspects that may lead errors in learning the

target language. The cause of errors may come from the interference of native

language to the target one, the lack of competence of the target language, the

learning environment, and the personal learning strategies.

9 John Norrish, Language Learners and Their Errors, (London: Macmillan, 1983), p. 27.

10

3. The Classification of Errors

Azar in her book explains that there are thirteen kinds of errors that the

students frequently make in their writing, as follows:

a. SINGULAR-PLURAL

The sentence “He have been here for six months” should be replaced by “He

has been here for six months”.

b. WORD FORM

The sentence “I saw a beauty picture” should be replaced by “I saw a

beautiful picture”.

c. WORD CHOICE

The sentence “She got on the taxi” should be replaced by “She got into the

taxi.

d. VERB TENSE

The sentence “He is here since June” should be replaced by “He has been

here since June”.

e. ADD A WORD

The sentence “I want __ go to the zoo” should be replaced by “I want to go

to the zoo”.

f. WORD ORDER

The sentence “I saw five times that movie” should be replaced by “I saw

that movie five times”.

g. INCOMPLETE SENTENCE

The sentence “I went to bed. Because I was tired” should be replaced by “I

went to bed because I was tired”.

h. SPELLING

The sentence “An accident occured” should be replaced by “An accident

occurred”.

i. PUNCTUATION

The sentence “What did he say.” should be replaced by “What did he say?”

11

j. CAPITALIZATION

The sentence “I am studying english” should be replaced by “I am studying

English”.

k. ARTICLE

The sentence “I had accident” should be replaced by “I had an accident”.

l. MEANING NOT CLEAR

The sentence “He borrowed some smoke. ( ? ? ? )”.

m. RUN-ON SENTENCE

The sentence “My roommate was sleeping, we didn‟t want to wake her up”

should be replaced by “My roommate was sleeping. We didn‟t want to wake her

up”. 10

4. The Procedures of Errors Analysis

In the language teaching, either a native language or a second language

teaching, study about the students‟ errors is very important. Theo Van Els and

friends states that there are some procedures in errors analysis, namely;

a. Identification of errors

b. Description of errors

c. Explanation of errors

d. Evaluation of errors

e. Preventing/correction of errors11

The first step in the process of analysis is identification of errors. In this

step, teachers recognize the students‟ errors from the task given. The second step

is the description of errors begun when identification stages have taken place. The

description of the students‟ errors involves classification of sort of errors made by

the students.

The third step is explanation of errors that can be regarded as a linguistic

problem. This step attempts to account for how the errors can happen and why the

10

Bety Schrampfer Azar, Understanding and Using English Grammar, 2nd

Edition, (New

Jersey: Prentice Hall, 1992), p. A29. 11 Theo Van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign

Languages, (London: A Division of Hodder & Stoughton, 1983), p. 47.

12

errors occur. The fourth step is the evaluation of errors in which the teachers will

give the task to the students.

Finally, the last step is the process of analysis is correction of errors where

the teachers check the result from the task done by the students. Then, they correct

the errors that the students made.

Example:

Table 2.1

The Examples of the Procedures of Errors Analysis

Identification

of Errors

Classification

of Errors

Description

Explanation Correction Causes of

Errors

I not go to

school every

Sunday

Omit a word „not‟ should

be preceded

by „do‟

I do not go

to school

every

Sunday

Inter-lingual

Transfer

I am want to

buy that

gorgeous stuff

Add a word „am‟ should

be omitted

I want to

buy that

gorgeous

stuff

Context of

Learning

B. Grammar

For most people, the essence of language lies in grammar. It enables us to

make statements about how to use our language. In brief, grammar represents

one‟s linguistic competence; therefore it include many aspects of linguistic

knowledge: the sound system (phonology), the system of meaning (semantics),

the rules of word formation (morphology), the rules of sentence (syntax), and the

vocabulary of words (lexicon).

“Language without grammar would be chaotic: countless words without the

indispensable guidelines for how they can be ordered and modified. A study of

13

grammar (syntax and morphology) reveals a structure and regularity, which lies at

the basic of language and enables us to talk of the language system.”12

1. The Definitions of Grammar

Penny Ur noted that “Grammar is defined as words are put together to make

correct sentences it does not only affect how the units of words are combined in

order to make correct sentences but also affects their meaning.”13

Besides, Paul

Robert noted that “Grammar is a body of generalization about how people says

thing in order to make generalization, we must agree on the meaning of terms for

the things we wish to talk about. Grammar accuracy is only part of

communication to convey a message, where grammar is merely a tool. According

to Scott Thornburry (1999) wrote “Grammar is partly the study of what forms (or

structures) are possible in language. Traditionally, grammar has been concerned

almost exclusively with analysis at the level of the sentence formed rules that

govern how a language‟s sentences are formed.”14

In conclusion, grammar is a

field of linguistic that involves all the various things that make up the rules of

language.

2. The Types of Grammar

Grammar may be separated into two common broad categories: descriptive

and prescriptive. Both views of grammar are in wide use, although in general,

linguists tend towards a descriptive approach to grammar, while people are

teaching a specific language; English, might tend towards a more prescriptive

approach.15

David Crystal lists six types of grammar: descriptive grammar,

pedagogical grammar, prescriptive grammar, reference grammar, theoretical

grammar, and traditional grammar.16

Kathryn Riley and Frank Parker state that there are four types of grammar;

prescriptive grammar is primarily interested in constructing rules of usage for the

prestige variety of a language, descriptive grammar is primarily interested in

12

Paul Batstone, Grammar, (New York: Oxford University Press, 1950), p. 4 13

Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge

University Press, 1996), p. 75. 14

Scott Thornburry, How to teach grammar, (London: Longman, 1999), p. 1. 15

http://www.answers.com/topic/grammar, 8 Juli 2009 16

http://www.llp.armstrong.edu/5800/types.html. 8 Juli 2009

http://www.answers.com/topic/grammar

http://www.llp.armstrong.edu/5800/types.html

14

describing the basic sentence patterns of all varieties of a language. Then,

generative grammar is primarily interested in discovering those principles of

sentence formation that are part of the human biological endowment, performance

grammar is primarily interested in the effects of context and real-time limitations

on language use.17

In the writer‟s opinion, grammar can be divided into two main points;

descriptive and prescriptive grammar that can be broken down again into many

different points with different point of views.

C. Sentences

Sentence is a set of words expressing a statement, a question or an order,

usually containing a subject and a verb.18

Before the conditional sentences are

discussed, it may be necessary to know about the definition of sentence. A

sentence is a complete meaning. When we speak, our sentences may be extremely

involved or even unfinished, yet we can still convey our meaning through

intonation, gesture, facial expression, etc. When we write, these devices are not

available, so sentences have to be carefully structured and punctuated. In addition,

a written sentence must be begun with a capital letter and with a full stop (.), a

question mark (?), or an exclamatory mark (!).19

1. The Definitions of Sentences

As Hornby states in his dictionary “Oxford Advanced Learner‟s Dictionary

of Current English” is not only the largest grammatical unit consisting of phrases,

but also clause which is used to express a statement, question, command, etc.

Meanwhile, traditional grammar translates a sentence in one of two ways.

First, it is defined by meaning. Sentence is a complete thought. Second, it is

defined by function, stating that sentence consists of a subject and a predicate.

The definition that offers here includes both functional and formal characteristics

17

Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive,

Generative, Performance, (Boston: A Pearson Education Company, 1998), p. 3. 18

A S Hornby, Oxford Advanced Learner‟s Dictionary 7th

Edition., (Oxford University

Press, 2005), p. 1383. 19 L.G. Alexander, Longman English Grammar, (New York: Longman Publishing, 1988),

p. 2.

15

of a sentence; a sentence is a full prediction containing a subject plus a predicate

with a finite verb. 20

In conclusion, sentences are defined as group of words consisting of subject

and verb having a complete meaning.

2. The Types of Sentences

There are four types of sentences; simple sentence, compound sentence,

complex sentence, compound complex sentence.

a. Simple sentence contains one full subject and predicate. It takes the form of:

1) A statement, e.g. He lives in New York.

2) A question, e.g. How old are you?

3) A request, e.g. Please close the door. (The subject you is understood).

4) An exclamation, e.g. What a terrible temper she has!

b. Compound sentence contains two or more sentences joined by:

1) Punctuation alone, e.g. The weather was very bad; all classes were

canceled.

2) Punctuation alone and a conjunctive adverb, e.g. The weather was very

bad; therefore all classes were canceled.

3) A coordinate conjunction (and, or, but, yet, so, far), e.g. The weather was

very bad, so all classes were canceled.

When such sentences are joined coordinately, they are each called

independent clauses.

c. Compound sentence contains one or more dependent (or subordinate) clauses.

A dependent clause contains a full subject and predicate beginning with a word

that attaches the clause to an independent clause (called the main clause). Here are

the clauses:

1) Adverbial clause, e.g. All classes were canceled because the weather was

bad.

2) Adjective clause, e.g. Children who are under twelve years must be

accompanied by their parents.

20 Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice

Hall Inc., 1972), p. 220.

16

3) Noun clause, e.g. I can‟t understand why you did such a thing.

d. Compound complex sentence contains two or more independent clauses and

one or more dependent clauses.

All classes were canceled because the weather was bad, and students were

told to listen to the radio to find out when classes would begin again.21

D. The Conditional Sentences

A conditional sentence is used to express something expected or unexpected

which may or may not be occured. It consists of two clauses, a dependent clause

beginning with if – clause (or another conjunction performing the general

function), and a main clause which gives the result of the if clause.22

Martin Parott

wrote that “conditional sentences consist of two clauses a main – („conditional‟)

clause containing a verb in a form with will or would, and a subordinate clause

that is introduced by if”.23

1. The Definition of Conditional Sentences

According to Longman Dictionary, conditionl sentence is “one that begin

with „if‟ or „unless‟ expressing something that must be true or happen before

something else can be true or happen”.24

Pamela J. Sharpe defines “conditional as

statement with „if‟ or „unless‟, they are opinions about the conditional influence

result and opinions about the result”.25

In the writer‟s opinion, it can be concluded

that conditional sentences are sentences with “if” or “unless” expressing situation

or condition that might come true or happen before something else may happen.

For more details, there are some explanation below:

I will help you if you want; He would come if you called.

21 Marcella Frank, Modern English, Exercise for Non–native Speakers Part II: Sentences

and Complex Structures, (New Jersey: Prentice-Hall, Inc., 1972), p. 1. 22 George E. Wishon and Julia Burks, Let‟s Write English, (New York: American Book

Company, 1980), p. 249. 23 Martin Parott, Grammar for English Language Teachers, (New York: Cambridge


Longman Dictionary of contemporary English, (England: New Delhi: Gobsons Paper

Limited). 25

Pamela J. Sharpe, How to Prepare for the TOEFL, (Jakarta: Binarupa Aksara, 2000), p.

106.

17

What expressed in the main clause, it depends – or is conditional – on what

expressed in the subordinate if clause;

I will turn on the heating if it gets colder.

The if clause can come first or last in the sentence with no change in

meaning. Notice that when the if clause comes first, it is followed by a comma;

If we did not have to study, we could go out tonight or we could go out tonight if

we did not have to study. 26

Here are alternates to if stating sort of conditions in

conditional sentences:

a. Negatives Conditions

We often use unless to express a negative conditions. It is similar to if ... not

or only if:

1) Unless you have got a doctor‟s note to say you have passed the medicine, they

will not allow you to go on the activity holiday.

(If you do not have a doctor‟s note ..., they will not allow you ...)

2) I would not be willing to help you out again unless you paid me.

(I would help you only if you paid me.)27

b. Necessary Conditions

We use the conjunctions provided/providing (that), so/as long as and on the

condition (that) to emphasize that the condition is necessary to the result. They all

mean only if:

1) The system will not have to be drained provided that antifreeze has been

added.

2) Expenses will be reimbursed on the condition that all receipts are submitted.

To express a necessary condition for something to have happened in the past,

we use but for + noun phrase:

3) They would have all perished, but for the quick thiniking of the driver.

(... if it had not been for the quick thinking of the driver.)28

26 Michael A. Ple and Mar Munoz Page, TOEFL Preparation Guide, (New Jersey: Cliffs

Publishers, 1994), p. 115. 27

Mark Foley and Diane Hall, Longman Advanced Learner;‟s Grammar....p. 123. 28 Mark Foley and Diane Hall, Longman Advanced Learners‟ Grammar, .… p. 124.

18

c. Imaginary Conditions

We use suppose/supposing (that)... and what if ... to talk about imaginary

conditions.

1) Suppose he asked you to go to the cinema with him, would you go?

2) What if the money doesn‟t arrive on time?

We often use in case to imagine a precaution necessary for a situation:

3) She gave me the key to get in the house in case you were out.

4) In case of (an) emergency, pull the cord above the bath.

d. Unexpected Conditions

We use even if to express a condition that is unexpected in the

circumstances:

e.g. Even if they do go down with flu after they have had the vacation, it‟s likely

to be less serious.

e. Alternative Conditions

We use whether ... or not to express alternative conditions (for conditional

patterns):

e.g. They will deliver the furniture whether there is someone to receive it or not.29

2. The Types of Conditional Sentences

There are three kinds of conditional sentences in English. Each kind

contains a different pair of tenses. Each type contains many varieties that are

possible, but the students who are studying the conditional sentences for the first

time may ignore it and concentrate on the basic forms. In this “skripsi”, the writer

uses the term „if clause‟ and „main clause‟ as A.J Thompson and A.V Martinet

stated in their book “A Practical English Grammar”, although another term also

is used in this clause. Betty Schramfer Azar used term „if clause‟ and „result

clause‟.30

29 Mark Foley and Diana Hall, Longman Advanced Learners‟ Grammar, .....p. 123. 30 Betty Schramfer Azar, Fundamentals of English Grammar, (New Jersey: Prentice Hall,

1992), p. 389.

19

a. Type One of Conditional Sentences

Type one of conditional is defined as a sentence that express a future-

possible condition refers to an action that may not taken place in the future. The

present tense of the verb is used in the if clause, and the future tense is used in the

main clause. The if clause may precede or follow the main clause.31

This conditional type is also called possible conditional in which the if

clause states the condition; the result clause states the result. In addition, simple

present is used in the if clause. The explanation will be described more through

the table on the next page:

Table 2.2

The Formula of Type One of Conditional Sentences Started from If

Clause Ended with Main Clause

If Clause Main Clause

If + S1 + Verb 1 S2 + will + Verb 1

If it gets colder tonight

If I learn

I will turn on the heating.

I will pass the exam.

Table 2.3

The Formula of Type One of Conditional Sentences Started from Main

Clause Ended with If Clause

Main Clause If Clause

S1 + will + Verb 1 If + S1 + Verb 1

He will get up early,

I will go shopping this afternoon

If he catches the fast train.

If I have enough time.

This type of sentence implies that the action in the if clause is quite

probable. The meaning here is present or future, but the verb in if – clause is in

present, not a future tense.

1) Variation in main clause

Except from if + present +future, it can also be used:

31 George E. Wishon and Julia Burks, Let‟s Write...p. 249.

20

a) If + present + may/might (to express possibility), for example:

If the rain gets heavier the rice fields may/might be flooded.

If the dry season becomes longer the famine may/might happen.

b) If + present + may (permission) or can (ability or permission), for

examples:

If your documents are in order you may/can leave at once. (permission)

If it stops raining we cn go out. (ability or permission)

c) If + present + must, should (command or advice), for examples:

If you want to lose weight, you must/should eat less bread. (command)

If you want to lose weight you had better eat less bread. (advice)

d) If + present + another present tense

Two present tense are used to express natural laws and habitual reactions,

for example:

If you heat ice it turns to water.

2) Variation of the if clause

The present perfect or present continuous may replace the present tense in

type one:

a) If you have finished that exercises I will show you how to do the next one.

b) If you are staying for another night, I will ask the manager to give you a

better room.32

In this conditional type, modal can also be used in the result clause.

a) If the result of the test is negative, you‟ll receive notification through the

post.

b) If we want to vote, you must register. 33

Also, we can use the first conditional to express a variety of functions,

which are explained on following page:34

32 A.J Thompson and A.V Martinet, A Practical English Grammar 2

nd edition., (New York:

Oxford University Press: 1986), p. 218. 33

Majorie Fuchs and Margaret Boner, Grammar Express for Self in Study or the

Classroom, (England: Pearson Education Limited, 2003), p. 283. 34

Mark Foley and Diana Hall, Advanced Learners‟ Grammar...p. 121.

21

- Commands

If you get home late, don’t wake us up!

Don’t forget to close the windows if you go out, will you?

- Offers

I’ll call the hotek if you don‟t have plenty of time

I’ll be there if you want to wait for me in 10 minutes.

- Suggestions

Shall we go out tomorrow if the weather‟s good?

Shall you join us if your parents come with me for the gathering?

- Warnings

I’ll call the police if you don’t leave right now!

Note that we use an imperative in the main clause for commands. Actually,

to make this conditional pattern more formal, we can omit if and use should

before the subject, as the example below:

Should you be less than delighted with our product, we will refund your

money immediately.

b. Type Two of Conditional Sentences:

This kind of conditional sentences describes a situation, which does not

exist or is unreal.35

Such conditions are either impossible to realize or are not

likely to be realized in the near future. It does not expect that the condition in the

if clause to become a fact.36

Type two of conditional sentences or second conditional is also known as

the unlikely or improbable conditional which is used to talk about unreal, untrue,

imagined or impossible conditions in present. John Shepherd stated “there are four

main points for students to learn, as follows:

1) The pattern is if + past, conditional (or vice versa)

2) After if, we use the past tense.

3) The conditional verb goes in the “non-if” half of the sentences.

35

Marcella Frank, Modern English, Exercise for Non–native Speakers Part II: Sentences

and Complex Structures, (New Jersey: Prentice-Hall, Inc.,: 1972), p. 33. 36 George E. Wishon and Julia Burks, Let‟s Write..., p. 250.

22

4) This pattern is used to describe imaginary – often impossible – events”.37

The verb in the if clause is in the past tense; the verb in the main clause is in

the conditional sentences. The formulas will be explained more through the table

below:

Table 2.4

The Formula of Type Two of Conditional Sentences Started from If



If + S1 + V2... S2 + Would + V1...

If I sold my boat, I would take you to dinner.

If I were snowing, I would drive you home

If I lived in Europe, I would eat pizza often.

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

conditional sentence. They refer to present or future, and past tense in the if –

clause is not true past but a subjunctive, which indicates unreality (as in the first

example above) or improbability (as in the second example above).38

Here are the

explanations below:

1) Variation in Main Clause will be presented below:

Similarly, the past tense can be used with might or could:

If you tried again, you would succeed. (certain result)

If you tried again, you might succeed. (possible result)

If it stopped snowing, you could go out. (ability or permission)39

2) Variation in the if clause will be explained more below:

3) If + past continuous

If I were going by boat, I‟d feel much happier.

4) If + past perfect

If he had taken my advice, he would be a rich man now.

37 John Shepherd, Multilevel English Grammar Programme, (London: Prentice Hall

Macmillan, 1995), p. 144. 38

A.J Thompson and A.V Martinet, A Practical,.. p. 197. 39 A.J Thompson and A.V Martinet, A Practica,:.. p. 218.

23

Marcella Frank also states in her book „Modern English‟: “A conditional

clause containing a past unreal form may be combined by a main clause

containing a present unreal form”, e.g. If the boy had listened to his parents last

year, he would not be in trouble now.40

c. Type Three of Conditional Sentences:

This kind of conditional sentences indicates past time, unreal, and

unfulfilled situation.41

The verb in the If clause is in the past perfect tense; the

verb in the main clause is in the perfect conditional. In addition, it explains about

past time and the condition cannot be fulfilled, because the action in the if clause

did not happen.42

The formulas will be explained more through the table below:

Table 2.5

The Formula of Type Three of Conditional Sentences Started from If



If + S1 + had + past perfect S2 +would +have + past participle

If we had not wasted time We would not have missed the train.

Table 2.6

The Formula of Type Three of Conditional Sentences Started from

Main Clause Ended with If Clause

H

40

Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc, 1972), p. 37. 41 George Wishon and Julia Burks, Let‟s Write..., p. 251. 42 A.J Thompson and A.V Martinet, A Practical English......, p. 200.

Main Clause If Clause

S + would + have + past

participle

If + S1 + had + past perfect

I would have been more

sympathetic,

If she had not accused me of

lying.

24

Here we know that the conditional sentences can not be fulfilled, because

the sentence refers only to past event. Also, there is variation in the basic form in

this type of conditional sentences. More explanation will be conveyed below:

Variation in the Basic Form

Might or could can also be used in these following sentences:

a. If we had found him earlier, we could have saved his life. (Ability)

b. If we had found him earlier, we might have saved his life. (Possibility)

c. If our documents had been in order we could have left at once. (Ability or

permission)

There are some additions in conditional sentences forms likeinversion of

subject and auxiliary, with if omitted and if only;

1) Inversion of Subject and Auxiliary, with if omitted

Where if is followed by an auxiliary verb, e.g. by were, had, or should, it is

possible to invert auxiliary and omit the if :

a) If I were rich = were I rich (were must be used with this contraction, never

was).

b) If he had known = had he known.

c) If war should break out = should war break out.

2) Inversion of Subject and Auxiliary, with if omitted

Only can be placed after if which indicates hope, a wish, or regret according

to the tense to be used with.

If only + present tense/will expresses hope:

a) If only he comes in time = we hope he will come.

b) If only he will listen to her = we hope he will be willing to listen.

If only + past/past perfect express regret (it has same meaning as wish + past/past

perfectly):

a) If only he did not smoke! = we wish he did not smoke or we are sorry he

smokes.

b) If only (= I/We wish) Tom here!

25

If only + would express regret about a present action as an alternative to if only +

past tense

c) If only he would drive more slowly = we are sorry that he is not willing to

drive more slowly!

As Penny Ur states that the use of conditonal sentences (any type) to

describe result of actions, transformations, and also some free composition; oral

and written.

The „first conditional‟ is used to describe superstitions; free composition of

single sentences, oral or written. For example:

a) You will have bad luck, if you walk under a ladder.

b) If you walk under a ladder, you will have bad luck.

The „second conditional‟ is used to express fulfilled desires; free

composition of sentences; mostly written, and to describe hypothetical situations;

written and spoken responses. For example:

a) I would take more exercise if I were good at sports.

b) If I were good at sports, I would take more exercise.

The „third conditional‟ is used to describe contrary – to – fact past

situations; written work as basis for discussion.43

For example:

a) I would have got a better job if I had gone to University.

b) If I had gone to University, I would have got a better job.

3) The Function of Conditional Sentences

In grammar, conditional sentences are sentences discussing factual

implications or hypothetical situations and their consequences. Languages use a

variety of conditional constructions and verb forms (such as the conditional

mood) to form such sentences.

Full conditional sentences contain two clauses: the condition or protasis,

and the consequence or apodosis.

If it rains [condition], (then) the picnic will be cancelled [consequence].

43

Penny Ur, Grammar Practices: A Practical Guide for Teachers, (Cambridge University

Press, 1988), pp. 78–82.

http://en.wikipedia.org/wiki/Grammar

http://en.wikipedia.org/wiki/Sentence_%28linguistics%29

http://en.wikipedia.org/wiki/Fact

http://en.wikipedia.org/wiki/Hypothesis

http://en.wikipedia.org/wiki/Material_conditional

http://en.wikipedia.org/wiki/Conditional_mood



http://en.wikipedia.org/wiki/Clause

http://en.wikipedia.org/wiki/Protasis_%28linguistics%29

http://en.wikipedia.org/wiki/Apodosis

26

Syntactically, the condition is the subordinate clause, and the consequence

is the main clause. However, the properties of the entire sentence are primarily

determined by the properties of the protasis (condition) (its tense and degree of

factualness).

4) The Usages of Conditional Sentences

Conditional sentence may be used in three kinds of types; therefore it must

be appropriate in meaning and form that is explained by a table below:

Table 2.7

The Brief Explanation of Usages of Conditional Sentences

Meaning of the

if clause

Verb

Form in

the if

clause

Verb form

in the

“Result

Clause”

a. If I have enough time, I write

to my parents every week.

b. If I have enough time

tomorrow, I will write to my

parents.

True in the

present/future

Simple

Present

Simple

Present

Simple

Future

Meaning of the

if clause

Verb

Form in

the if

clause

Verb form

in the

“Result

Clause”

a. If I had enough time, I would

write to my parents. (the truth

is that I do not have enough

time, so I will not write to

them). Untrue in the

present/future

Simple

Past

Would +

simple form

Untrue in the

past

Past

Perfect

Would have

+ past

participle

a. If I had had enough time, I

would have written to my

parents yesterday. (the truth is

that I did not have enough

time, so I did not write to my

parents).

http://en.wikipedia.org/wiki/Syntax

http://en.wikipedia.org/wiki/Grammatical_tense

27

E. Type Two of Conditional Sentences

This kind of conditional sentence describes a situaation which does not exist

or is unreal.44

Type two of conditional sentences are sometimes called

the‟second‟.‟hypothetical‟ or „unreal‟ conditional. We actually use them to refer

to or speculate about something that is (or that we perceive to be) impossible or

„contrary to fact‟.45

The verb in the if clause is in the past tense; the verb in the

main clause is in the conditional sentences.

For example:

- If I had a map, I would lend it to you.

- If someone tried to blackmail me, I would tell the police.

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

conditional sentences. Type two, like type one, 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 (as in the first example above) or improbability (as in the second

example above).46

In this type of conditional sentences, the subjunctive “were” is

used for all persons: if I were (instead of If I was), if he were, if we were, if you

were, etc.47

1. The Form of Type Two of Conditional Sentences

The form of type two of conditional sentences will be explained by the

following table below:

44 Marcella Frank, Modern English (New Jersey: Prentice Hall: 1972), p. 33. 45

Martin Parrot, Grammar for English Language Teachers (London: Cambridge University

Press, 2000), pp. 233–234. 46

A.J Thompson and A.V Martinet, A Practical English Grammar, (New York: Oxford


George E. Wishon and Julia M. Burks, Let‟s write English Grammar, (New York:

Oxford University Press, 1986), p. 198.

28

Table 2.8

The Brief Explanation of Affirmative Statements in Type Two of

Conditional Sentences

Affirmative Statements

If clause:

Simple Past

Result Clause: Would + Base Form of Verb

If

he loved

her,

he would get married.

he were

in love,

he would get married.

Table 2.9

The Brief Explanation of Short Answer in Type Two of Conditional

Sentences

Short Answer

Affirmative Negative

Yes, I would No, I would not.

Table 2.10

The Brief Explanation of WH-Questions in Type Two of Conditional

Sentences

WH-Questions

Result Clause If Clause

What would you do If You loved her?

You were in live?

29

Table 2.11

The Brief Explanation of Negative Statements in Type Two of

Conditional Sentences

Negative Statements

If Clause: Simple Past Result Clause: Would

+ Base Form of Verb

If

he did not love

her,

he were not in

love,

he would not get

married.

he would not get

married.

Table 2.12

The Brief Explanation of Yes/No Questions in Type Two of Conditional

Sentences

Yes/No Questions

Result Clause If Clause

Would I get married If I loved her

I were in love?

Look at the explanations below, possible variation of the basic form of type two

of conditional sentences:

a. Variation 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).

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:

Tom: Peter is on holiday; he is touring Italy.

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

30

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 tense is possible in

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

not a true conditional.

Tom: I knew she was short of money.

Ann: If you knew she was short of money, you should have lent her some!

Why did not you lend her some?

b. Variation of the if clause

Instead of if + simple past we can have:

1) If + past continuous

We are going by air and I hate flying. If we were going by boat, I would

feel much happier.

2) If + past perfect

If he had taken my advice, he would be a rich man now.

(this is a mixture of type two and three).48

3) Even though the time reference in the if clause is the present or future,

past verb forms are used in the if clause.

Correct : If we had money, we would buy a car today.

Incorrect : If we have money, we would buy a car today.

Would can be used in the if clause only when the meaning is “be willing

to”.

If you would take the time to study (If you were willing to take the time to

study), you could be an excellent student.

4) The subjunctive were is used for all persons.

If I were rich, I would quit my job immediately.

If she were rich, she would quit her job immediately.

If they were rich, they would quit their jobs immediately.

48

A.J. Thompson, A Practical English Grammar,.... p. 190.

31

5) The modals in the independent clause are in the form they take in indirect

speech.

6) Remember that with type two of conditional sentences, you are stating

the opposite of present truths.

(Present truth: I don‟t have any money, so I can‟t lend you any.)

If I had some money, I could lend you some.

(Present truth: I‟m not concentrating, so this page is difficult to

understand.)

If I were concentrating, this page would not be difficult to understand.

7) If may be omitted in the if clause when it is followed by an auxiliary verb

such as should and were. Note that the auxiliary precedes the noun when

if is omitted.

Should I see him today, I‟ll tell him to call you. (If I should see him

today,...)

Were he home now, you could call him. (If he were home now,...).49

2. The Function of Type Two of Conditional Sentences

This kind of conditional sentence describes a situation which does not exist

or is unreal.50

Type two of conditional sentences are sometimes called

the‟second‟.‟hypothetical‟ or „unreal‟ conditional. We actually use them to refer

to or speculate about something that is (or that we perceive to be) impossible or

„contrary to fact‟.51

3. The Usages of Type Two of Conditional Sentences

As stated before, every type of conditional sentences has a specific form and

usage. The writer will try to describe usage of type two of conditional sentences.

Which is basically used:

a) When the supposition is contrary to known facts:

If I were you, I‟d plant some trees round the house.

49

Carroll Washington Pollock, Communicate What You Mean, (New Jersey, Prentice Hall

Inc, 1982), p. 229. 50

Marcella Frank, Modern English (New Jersey: Prentice Hall: 1972), p. 33. 51

Martin Parrot, Grammar for English Language Teachers (London: Cambridge University

Press, 2000), pp. 233–234.

32

(In fact I am not you.)

b) When we do not expect the action in the if clause to take place:

If a burglar came into my room at night. I‟d throw something at him.

(In fact I do not expect a burglar to come in.)

Some If clauses can have either of the above meanings, as the example

below:

If he left his bicycle outside, someone would steal it.

„If he left his bicycle‟ could imply „but, he does not‟ (present meaning, as in

„I‟ above) or „but, he does not intend to‟ (future meaning, as in two). After

all, the correct meaning is usually clear from the text.

At one time ambiguity of this kind was avoided by using were + infinitive

instead of the past tense in type two:

If a burglar were to come ...

If he were to leave ...

Nowadays, this use of were is considered rather formal, but it is sometimes

found in written English.52

c) It can describe an improbable future event or situation. The condition is

unlikely to be fulfilled, because the future event is unlikely to happen:

If the result of the test were positive, we would call you within two days.

d) It can also describes a hypothetical current situation or event, i.e. one

which is contrary to know facts. Therefore, it is impossible to fulfill the

condition:

If the police were confident of their case against Skykes, surely they

wouldn‟t hestitate to take him into Custody?

(The police is not confident of their case.)

The choice between the first conditional and the explanation in „point c‟ of

the second conditional above often depends on how possible the speakers believes

in an event to be:

If Mike rings the travel agent tomorrow, he might get ccancellation.

(The speaker thinks that it is likely that Mike will ring the travel agent.)

52

A.J. Thompson, A Practical English Grammar, ....p. 188.

33

We use type two of conditional sentences to express a variety of functions:

1. Giving Advice (with were)

If I were you, I would take her out to have a candle-light dinner.

2. Polite request

If you could deal with this matter. I’d be very grateful.

3. Desires/regrets

If we didn’t have to work so hard, we could spend more time together.

We can use should + infinitive or were to + infinitive in the second conditional

to emphasize that the condition is unlikely to happen, as the example below:

4. If the printer should break down within the first year, we would repair it at our

expense.

5. If you were to listen more carefully, you might understand a little more.

We can put was/were (to) before the subject in order to sound more formal, as

the example below:

a) Were you to accept our offer, we could avoid the costs of a court case.

We can make this condition more formal by placing should before the

subject:

b) Should the tickets fail to arrive before the departure date, we would

arrange to have duplicates waiting at the airport.

The explanation of tense combination of present unreal will be described in

the table on the next page:

34

Table 2.13

The Tense Combination of Present unreal53

Dependent (Subordinate) clause Independent (Main) Clause

Simple Past would, could, might, should +

main verb

Past Continuous could, had to + main verb

* would

Example:

If John studied, he would pass the test

If John were studying, he might pass the test

If John could study, he could pass the test

* If John would study, he could pass the test

* Note: Neither will nor would can be used in

the if clause when they are used with

a future meaning.

e) The Difficulties in using Type Two of Conditional Sentences

The conditional sentences are provided by the students‟ textbooks and

reference grammars with information which is difficult to grasp by the students.54

In line with preceeding sentence, Marianne C. Murcia wrote that “the second

conditional sentences or imaginative conditional sentences are perhaps the most

problematic of three main types”.55

53

Caroll Washington Pollock, Communicate What You Mean, (New Jersey: Prentice Hall

Inc., 1982), p. 213. 54

Marianne C. Murcia, The Grammar Book,... p. 545. 55

Marianne C. Murcia, The Grammar Book,... p. 551.

35

There are two subtypes of imaginative conditional hypothetical and

counterfactuals. Hypothetical conditionals express unlikely yet possible events or

state in the if clause:

If Joe had the time, he would go to the mexico.

The if clause is not strongly negated here. There is an outside chance that

Jope has (or will have) the time. On the other hand, counterfactual conditionals

express impossible events or states in the if clause:

If Napoleon were alive today, he would be fighting the Soviets.

The If clause is strongly negated (i.e., Napoleon is not alive today nor will

he be alive in the future).

Occasionally, the difference between using a future conditional and a

hypothetical conditional is a matter of speaker choice:

Future : If it rains, I will stay at home.

Hypothetical : If it (were to/should) rain, I would stay home.56

The choice reflects the degree of confidence in the speaker‟s mind comcerning the

fulfillment of the condition; the future conditional expresses a greater degree of

confidence that the condition is a real possibility than does the hypothetical

conditional.

Besides, another problem is that ESL/EFL students, who have learned to

associate past tense with past time, often find it hard to believe that in type two of

conditional sentences refers to present and not past time. Therefore, they get

confused, because they hear and read many types of conditional sentences which

are not included in three structures usually taught.

To avoid many of these problems, present and practice conditional in

realistic context is necessary.

56

Marianne C. Murcia, The Grammar Book..., p. 552.

36

CHAPTER III

RESEARCH METHODOLOGY

A. The Purposes of the Research

The purposes of this research are toobtain clear information about the

students’ errors and to know the reason why the students make errors in using

type two of conditional sentences in using type two of conditional sentences at

SMA Dua Mei Ciputat.

B. The Time and Place of the Research

The research took place at SMA Dua Mei Ciputat located at Jl.H. Abdul

Gani No. 135 Cempaka PutihCiputat Timur—Tangerang—Banten. The research

was carried onSeptember 12th

– September 29th

2011.

C. The Population of the Research

The population of the research is the entire second grade students of SMA

Dua Mei Ciputat in which there are 30 students from two classes; XI Social and

XI Science Class. Actually, there are 54 more students at the school, but 24

students were out of town when the writer conducted the research to attend

training for selected students at Puncak. The writer took the whole studentswho

came to the class because the subject of the study is less than 100, so the research

is called population research. Moreover, if the sum of the subject is bigger, a

researcher can take 15%, or 20-25% and more, depending on the researcher’s

ability in terms of fund, time, and energy. Also, whether the research area from

each subject is wide or narrow is the factor and the risks that can be carried on by

the researcher might be considered.1

1SuharsimiArikunto, Dasar-Dasar Evaluasi Pendidikan; 4

th Revised Edition, (Jakarta:

Bumi Aksara, 2009), p. 134.

37

D. The Method of the Research

The writer used the descriptive analysis method and used the procedures of

errors analysis itself. The method was intended to analyze problems or cases

happened. Next, it involved accumulating, analyzing, and classifying data with

various techniques, also interpreting data. On the final step, the writer had to

conclude the result of research. The study was also based on field research.

Through field research, the writer explained the use of type two of conditional

sentences in the classand examinedthe second grade students of SMA Dua Mei

Ciputat by delivering the test to the students to get some data. In addition, it was

also supported by many books related to the topic.

E. The Instrument of the Research

To get the data, the writer gave a test to the second grade students of SMA

Dua Mei Ciputat. Before making the test, the writer made ‘kisi-kisisoal’ focused

on the use of type two of conditional sentences. Here is the table:

Table 3.1

The Tenses Area and Each Item

No. Tenses area Number of

item

1. The form of type two of conditional

sentences

a) Irregular verb

b) Modal + base form of verb

c) Inversion

Part I

1,3,4,6,10

2,5,8,9,11,12

13,14

7,15

2. The sentences of type two of

conditional sentences

Part II

1- 5

38

No. Tenses area Number of

item

3. True False questions regarding the

positive and negative forms of type

two of conditional sentences

Part III

1-10

After making the test, the writer made the items of test referring to it. There

were 30 test items given to the students.

F. The Technique of Data Collecting

To collect data, the writer used some techniques such as book literature and

test instrument. Before conducting the research, the writer searched for some

books and other references related to the research. Then, the writer conducted a

test to investigate the students’ errors in using type two of conditional sentences.

The writer enclosed the test on the appendices section.

G. The Techniques of Data Analysis

After collecting the data from the test, the writer analyzed the students’

errors by focusing on their grammatical errors in using type two of conditional

sentences from the students’ answer sheets. The techniques of data analysis used

by the writer in this research are descriptive analysis technique because the writer

describes some students’ errors and quantitative because the writer uses numerical

data in this ‘skripsi’. Here is the table of average errors formula on the next page:

39

Table 3.2

The AverageErrors Formula

P = Percentage

F = Frequency of Errors

C = Correct Answers

P=F

C + Fx 100%

40

CHAPTER IV

RESESEARCH FINDINGS

A. The Data Description

The writer conducted the field research at the second year students of

SMA Dua Mei Ciputat. There were three types of test given to the students to

take their score in using type two of conditional sentences containing fifteen

items with the short essay form of five items in regular verb, eight items in

modal + base form of verb, two items in inversion form. Also, five items might

be completed by the students in making sentences in type two of conditional

sentences and ten last items in the last part. Here are the tables explaining the

students’s response distribution on every item in each part, as follows:

Table 4.1

The Students’ Response Distribution on Each Item of Testin Part I

No. Numberof Items Right Wrong

1. Item no. 1 16 14

2. Item no. 2 30 0

3. Item no. 3 29 1

4. Item no. 4 30 0

5. Item no. 5 22 8

6. Item no. 6 28 2

7. Item no. 7 21 9

8. Item no. 8 24 6

9. Item no. 9 26 4

10. Item no. 10 27 3

11. Item no. 11 24 6

41


12. Item no. 12 24 6

13. Item no. 13 28 2

14. Item no. 14 23 7

15. Item no. 15 28 2

Table 4.2

The Students’ Response Distribution on Each Item of Test in Part II


1. Item no. 1 27 3

2. Item no. 2 24 6

3. Item no. 3 24 6

4. Item no. 4 22 8

5. Item no. 5 25 5

Table 4.3

The Students’ Response Distribution on Each Item of Test in Part III


1. Item no. 1 15 15

2. Item no. 2 15 15

3. Item no. 3 24 6

4. Item no. 4 16 14

5. Item no. 5 24 6

6. Item no. 6 24 6

7. Item no. 7 21 9

8. Item no. 8 20 10

42


9. Item no. 9 20 10

10. Item no. 10 29 1

In addition, here are the identification of the students’ errors, which are

focused on the use of type two of conditional sentences, as follows:

Table 4.4

The 1stIdentification of the Students’ Errors

Test

Numbers

Identification

of Errors

Classification

of Errors

Description

Explanations Corrections Causes of

Errors

1.

If I teachedthis

class, I would

not give tests

soon.

Word choice The word

‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

5. Sandy

wouldphone

me, if he was at

home at this

moment.

Word choice The helping

verb ‘was’

should be

replaced by

‘were’.

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

8. If she were

here, she would

knew what to

do.


‘knew’ should

be replaced by

‘know’

If she were

here, she

would know

what to do.

Context of

Learning

11. He would study

for the final

test, if he was a

bright student.


verb ‘was’

should be

replaced by

‘were’

He would

study for the

final test, if

he were a

bright

student.

Context of

Learning

12. If she was at

home right

now, I would

visit her.


verb ‘was’

should be

replaced by

‘were’

If she wereat

home right

now, I would

visit her.

Context of

Learning

43

Test

Numbers

Identification of

Errors

Classification

of Errors

Description


Errors

13. I would helped

you if you

wanted to follow

the main rules.


‘helped’

should be

replaced by

‘help’.

I would

helpyou if

you wanted

to follow the

main rules.

Intra-lingual

transfer

14. Rizky is at the

office. He would

save his data if

there was much

time to do.


verb ‘was’

should be

replaced by

‘were’

Rizky is at

the office. He

would save

his data if

there were

much time to

do.

Context of

Learning

2

(Part II)

If I drink milk , I

would be strong.

Verb tense The word

‘drink’ should

be replaced by

‘drank’

If I drank

milk , I

would be

strong.

Inter-lingual

Transfer

3

(Part II)

If I learn, I

would be smart.

Verb tense The word

‘learn’ should

be replaced by

‘learnt’

If I learnt, I

would be

smart.

Inter-lingual

Transfer

1

(Part III)

I do not have a

pen, but if I do, I

would lend it to

you.

Verb tense ‘Do’ should be

replaced by

‘did’.

I do not have

a pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy right

now, but if he is

not, he would

help us.

Verb tense ‘Is not’ should

be replaced by

‘were not’

He is busy

right now,

but if he were

not, he would

help us.

Context of

Learning

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.

Word choice ‘Haved’

should be

replaced by

‘had’

I do not have

enough

money, but if

I had, I

would go

swimming.

Intra-lingual

Transfer

44

Table 4.5

The 2nd

Identification of the Students’ Errors

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught

this class, I

would not

give tests

soon.

Intra-lingual

Transfer

7. Wish I can

make them

calm down

with such a

bad condition.

Verb tense The word ‘can’

should be

replaced by

‘could’.

Wish I could

make them

calm down

with such a

bad

condition.

Inter-lingual

Transfer

1

(PartII)

If I were smart

student, I

would college

in Harvard.

Omit a word The word

‘college’

should be

preceded by a

verb ‘study’

and ’in’

If I were

smart

student, I

would study

at college in

Harvard.

Inter-lingual

Transfer

2

(Part II)

If I were

student, I

studied in the

class this now.

Omit a word The word

‘studied’

should be

replaced by

‘study’ , and

the word now

is omitted

If I were

student, I

would study

in the class.

Context of

Learning

3

(Part II)

I would played

good game

basketball

Meaning not

clear

- - Context of

Learning

1

(Part III)

I do not have a

pen, but if I do,

I would lend it

to you.


replaced by

‘did’.

I do not have

a pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

45

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

2

(Part III)

He is busy right

now, but if he is

not, he would

help us.

Verb tense ‘Is not’

should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

Table 4.6

The 3rd


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught

this class, I

would not

give tests

soon.

Intra-lingual

Transfer

6. - - - - -

7. - - - - -

8. - - - - -

9. - - - - -

10. - - - - -

11. He would

study for the

final test, if he

was a bright

student.

Verb tense The helping

verb ‘was’

should be

replaced by

‘were’.

He would

study for the

final test, if

he were a

bright

student.

Context of

Learning

12. If she was at

home right

now, I would

visit her.

Verb tense The helping

verb ‘was’

should be

replaced by

‘were’.

If she were at

home right

now, I would

visit her.

Context of

Learning

46

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1

(Part III)

I do not have a

pen, but if I do,

I would lend it

to you.


replaced by

‘did’.

I do not have

a pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help us.


be replaced by

‘were not’

He is busy

right now,

but if he were

not, he would

help us.

Context of

Learning

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if

I had, I

would go

swimming.

Intra-lingual

Transfer

Table 4.7

The 4th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

7. Wish I canmake

them calm down

with such a bad

condition.

Verb tense The word

‘can’ should

be replaced

by ‘could’.

Wish I could

make them

calm down

with such a

bad condition.

Inter-lingual

Transfer

1

(Part III)

I do not have a

pen, but if I do, I

would lend it to

you.

Verb tense ‘Do’ should

be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

47

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

2

(Part III)

He is busy right

now, but if he is

not, he would

help us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

Table 4.8

The 5th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

7. Wish I can

make them calm

down with such

a bad condition.

Verb tense The word

‘can’ should

be replaced

by ‘could’.

Wish I could

make them

calm down

with such a

bad condition.

Inter-lingual

Transfer

1

(Part III)

I do not have a

pen, but if I do,

I would lend it

to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy right

now, but if he is

not, he would

help us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

48

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

Table 4.9

The 6th


Test

Number

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

5. Sandy would

phone me, if he

was at home this

moment


verb ‘was’

should be

replaced by

‘were’.

Sandy would

phone me, if

he were at

home this

moment.

Context

ofLearning

7. - - - - -

8. - - - - -

9. - - - - -

10. - - - - -

11. He would study

for the final test,

if he was a

bright student.


verb ‘was’

should be

replaced by

‘were’

He would

study for the

final test, if he

were a bright

student.

Context of

Learning

12.

If she was at

home right now,

I would visit

her.


verb ‘was’

should be

replaced by

‘were’

If she wereat

home right

now, I would

visit her.

Context of

Learning

49

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

14.

Rizky is at the

office. He

would save his

data if there was

much time to

do.


verb ‘was’

should be

replaced by

‘were’

Rizky is at the

office. He

would save his

dsta if there

was much time

to do.

Context of

Learning

1

(Part III)

I do not have a

pen, but if I do,

I would lend it

to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy right

now, but if he is

not, he would

help us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

Table 4.10

The 7th

Identification of the Students’ Errors 7

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

50

Test

Number

Identification

of Errors

Classification

of Errors

Description


Errors

5. Sandy would

phone me, if he

was at home at

this moment.


verb ‘was’

should be

replaced by

‘were’.

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

3

(Part II)

If I drink coffee,

I would be fresh.

(Students’ own

sentence)

Verb tense The word

‘drink’

should be

replaced by

‘drank’

If I drank

coffee, I would

be fresh

Inter-lingual

Transfer

5

(Part II)

If I pinch, I

would be sad.

(Students’ own

sentence)

Verb tense The word

‘pinch’

should be

replaced by

‘pinched’

If I pinched, I

would be sad.

Inter-lingual

Transfer

1

(Part III)

I do not have a

pen, but if I do, I

would lend it to

you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy right

now, but if he is

not, he would

help us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough money,

but if I had, I

would go

swimming.

Intra-lingual

Transfer

51

Table 4.11

The 8th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

7.

Wish I know

make them

calm down

with such a

bad condition.

Verb tense The word

‘know’

should be

replaced by

‘could’.

Wish I could

make them calm

down with such

a bad condition.

Inter-lingual

Transfer

5

(Part II)

If Faris had

studiedhard,

he would have

passed

Verb tense The phrase

‘had studied’

should be

replaced by

‘study’, and

‘have passed’

should be

replaced by

‘pass’

If Faris

studiedhard, he

would pass

Context of

Learning

1

(Part III)

I do not have a

pen, but if I

do, I would

lend it to you.


be replaced

by ‘did’.

I do not have a

pen, but if I did,

I would lend it

to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help us.


should be

replaced by

‘were not’

He is busy right

now, but if he

were not, he

would help us.

Context of

Learning

4

(Part III)

I do not have

enough

money, but if

Ihaved,I would

go swimming.


should be

replaced by

‘had’

I do not have

enough money,

but if I had, I

would go

swimming.

Intra-lingual

Transfer

52

Table 4.12

The 9th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

5. Sandy would

phone me, if

he was at

home at this

moment.


verb ‘was’

should be

replaced by

‘were’.

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

6. If I has enough

time now, I

would write to

my parents.

Verb tense The word

‘has’ should

be replaced

by ‘had’

If I had

enough time

now, I would

write to my

parents.

Context of

Learning

7. Wish I was

make them

calm down

with such a

bad condition.


verb ‘was’

should be

replaced by

‘could’.

Wish I could

make them

calm down

with such a

bad

condition.

Context of

Learning

8. If she were

here, she

would knew

what to do.

Verb tense The word

‘knew’

should be

replaced by

‘know’

If she were

here, she

would know

what to do.

Context of

Learning

11. He would

study for the

final test, if he

was a bright

student.


verb ‘was’

should be

replaced by

‘were’

He would

study for the

final test, if he

were a bright

student.

Context of

Learning

53

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

14.

Rizky is at the

office. He

would save his

data if there

was much time

to do.


verb ‘was’

should be

replaced by

‘were’

Rizky is at the

office. He

would save his

dsta if there

was much time

to do.

Context of

Learning

9. We would go

to the zoo, if

the weather

was nice

today.


verb ‘was’

should be

replaced by

‘were’

We would go

to the zoo, if

the weather

were nice

today.

Context of

Learning

12. If she was at

home right

now, I would

visit her.


verb ‘was’

should be

replaced by

‘were’

If she were at

home right

now, I would

visit her.

Context of

Learning

1

(Part III)

I do not have a

pen, but if I

do, I would

lend it to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough

money, but if

Ihaved,I would

go swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

54

Table 4.13

The 10th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1.

If I

teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

7. Wish I can

make them

calm down

with such a

bad condition.

Verb tense The word

‘can’ should

be replaced

by ‘could’

Wish I were

make them

calm down

with such a bad

condition.

Inter-lingual

Transfer

1

(Part II)

If I were

singer, I will

make a good

song.

Verb tense The word

‘will’ should

be replaced

by ‘would’

If I were

singer, I will

make a good

song.

Inter-lingual

Transfer

2

(Part II)

If I were

football

player, I want

to be CR7.

Verb tense The word

‘want’ should

be replaced

by ‘wanted’

If I were

football player,

I wanted to be

CR7.

Inter-lingual

Transfer

1

(Part III)

I do not have

a pen, but if I

do, I would

lend it to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough

money, but if

Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough money,

but if I had, I

would go

swimming.

Intra-lingual

Transfer

55

Table 4.14

The 11th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught

this class, I

would not

give tests

soon.

Intra-lingual

Transfer

5. Sandy would

phone me, if

he went at

home at this

moment.

Verb tense The word

‘went’ should

be replaced by

‘were’

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

7. Wish I know

make them

with such a

bad condition.

Verb tense The word

‘know’ should

be replaced by

‘could’

Wish I were

make them

with such a

bad

condition.

Inter-lingual

Transfer

4

(Part II)

If Justin had

studied hard,

he would have

passed.

Verb tense The phrase

‘would have

passed’ should

be replaced by

‘pass’

If Justin had

studied hard,

he pass.

Context of

Learning

1

(Part III)

I do not have a

pen, but if I do,

I would lend it

to you.


replaced by

‘did’.

I do not have

a pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help us.


be replaced by

‘were not’

He is busy

right now,

but if he were

not, he would

help us.

Context of

Learning

56

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

4

(Part III)

I do not have

enough money,

but if Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if

I had, I

would go

swimming.

Intra-lingual

Transfer

Table 4.15

The 12th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

5. Sandy would

phone me, if

he was at

home at this

moment.


verb ‘was’

should be

replaced by

‘were’

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

11. He would

study for the

final test, if he

was a bright

student.


verb ‘was’

should be

replaced by

‘were’

He would

study for the

final test, if he

were a bright

student.

Context of

Learning

12.

If she was at

home right

now, I would

visit her.


verb ‘was’

should be

replaced by

‘were’

If she wereat

home right

now, I would

visit her.

Context of

Learning

14.

Rizky is at the

office. He

would save

his data if

there would

be much time

to do.

Word choice The phrase

’would be’

should be

replaced by

‘were’

Rizky is at the

office. He

would save his

data if there

weremuch

time to do.

Context of

Learning

57

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

4

(Part II)

If she was me,

I would give

this book.


verb ‘was’

should be

replaced by

‘were’

If she were

me, I would

give this book.

Context of

Learning

1

(Part III)

I do not have

a pen, but if I

do, I would

lend it to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help

us.

Word choice ‘Is not’

should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough

money, but if

Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

Table 4.16

The 13th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

5. Sandy would

phone me, if

he was at

home at this

moment.


verb ‘was’

should be

replaced by

‘were’

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

8. If she were

here, she

would knew

what to do.

Verb tense The word

‘knew’

should be

replaced by

‘know’.

If she were

here, she

would know

what to do.

Context of

Learning

58

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

11. He would

study for the

final test, if he

was a bright

student.


verb ‘was’

should be

replaced by

‘were’.

He would

study for the

final test, if he

were a bright

student.

Context of

Learning

14. Rizky is at the

office. He

would save

his data if

there would

be much time

to do.

Word choice The phrase

‘would be’

should be

replaced by

‘were’.

Rizky is at the

office. He

would save his

data if there

were much

time to do.

Context of

Learning

4

(Part II)

If she was me,

I would give

this book.


verb ‘was’

should be

replaced by

‘were’.

If she were

me, I would

give this book.

Context of

Learning

1

(Part III)

I do not have

a pen, but if I

do, I would

lend it to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help

us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough

money, but if

Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

59

Table 4.17

The 14th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I

teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

12. If she was at

home right

now, I would

visit her.


verb ‘was’

should be

replaced by

‘were’.

If she were at

home right

now, I would

visit her.

Context of

Learning

4

(Part II)

If she was me

, I would give

this book.


verb ‘was’

should be

replaced by

‘were’

If she were me

, I would give

this book.

Context of

Learning

1

(Part III)

I do not have

a pen, but if I

do, I would

lend it to you.


be replaced

by ‘did’.

I do not have a

pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help

us.


should be

replaced by

‘were not’

He is busy

right now, but

if he were not,

he would help

us.

Context of

Learning

4

(Part III)

I do not have

enough

money, but if

Ihaved,I

would go

swimming.


should be

replaced by

‘had’

I do not have

enough

money, but if I

had, I would

go swimming.

Intra-lingual

Transfer

60

Table 4.18

The 15th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

5. Sandy would

phone me, if

he was at

home at this

moment.


verb ‘was’

should be

replaced by

‘were’

Sandy would

phone me, if

he were at

home at this

moment.

Context of

Learning

8. If she were

here, she

would knew

what to do.

Verb tense The word

‘knew’ should

be replaced by

‘know’.

If she were

here, she

would know

what to do.

Context of

Learning

12. If she was at

home right

now, I would

visit her.


verb ‘was’

should be

replaced by

‘were’.

If she were at

home right

now, I would

visit her.

Context of

Learning

13. I would helped

you if you

wanted to

follow the

main rules.


‘helped’

should be

replaced by

‘help’

I would help

you if you

wanted to

follow the

main rules.

Context of

Learning

15.

Have I enough

time right now,

I would

accompany my

mother to the

market.


‘have’ should

be replaced by

‘had’

Had I enough

time right

now, I would

accompany

my mother to

the market.

Context of

Learning

1

(Part II)

If she were

teacher, she

would __

happy.

Omit a word The word ‘be’

has to be

added before

‘happy’

If she were

teacher, she

would be

happy.

Inter-lingual

Transfer

2

(Part II)

If they were

dancer_, they

would be

famous.

Word choice The letter’ s’

has to be

added after

‘dancer’

If they were

dancers, they

would be

famous.

Inter-lingual

Transfer

61

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part II)

If he were

manager, he

would be

success__.

Word form The suffix ‘ful’

has to be

added after

‘success’

If he were

manager, he

would be

successful

Inter-lingual

Transfer

4

(Part II)

If we were

finish__, we

would be chef.

Word choice The suffix ‘ed’

has to be

added after

‘happy’

If we were

finished, we

would be

chef.

Inter-lingual

Transfer

5

(Part II)

If we were be

rich, I would

be doctor.

Add a word The word ‘be’

should be

omitted

If we were

rich, I would

be doctor.

Context of

Learning

1

(Part III)

I do not have a

pen, but if I do,

I would lend it

to you.


replaced by

‘did’.

I do not have

a pen, but if I

did, I would

lend it to you.

Inter-lingual

Transfer

2

(Part III)

He is busy

right now, but

if he is not, he

would help us.

Word choice ‘Is not’ should

be replaced by

‘were not’

He is busy

right now,

but if he were

not, he would

help us.

Context of

Learning

Table 4.19

The 16th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught

this class, I

would not

give tests

soon.

Intra-lingual

Transfer

5. Sandy would

phone me, if

he was at

home this

moment.


verb ‘was’

should be

replaced by

‘were’

Sandy would

phone me, if

he were at

home this

moment.

Context of

Learning

62

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

8. If she were

here, she

would knew

what to do.

Verb tense The word

‘knew’ should

be replaced by

‘know’

If she were

here, she

would know

what to do.

Context of

Learning

14. Rizky is at the

office. He would

save his data if

there could

much time to

do.


‘could’ should

be replaced by

‘were’

Rizky is at

the office. He

would save

his data if

there were

much time to

do.

Context of

Learning

4

(Part II)

If she was

fame, she

would be exist.


verb ‘was’

should be

replaced by

‘were’

If she

werefame,

she would be

exist.

Context of

Learning

Table 4.20

The 17th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

11. He would

study for the

final test, if he

was a bright

student.


verb ‘was’

should be

replaced by

‘were’.

He would

study for the

final test, if

he were a

bright

student.

Context of

Learning

12. If she was at

home right

now, I would

visit her.


verb ‘was’

should be

replaced by

‘were’.

If she were at

home right

now, I would

visit her.

Context of

Learning

63

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

14. Rizky is at the

office. He

would save his

data if there

could much

time to do.


‘could’ should

be replaced by

‘were’.

Rizky is at

the office. He

would save

his data if

there were

much time to

do.

Context of

Learning

2

(Part II)

If she were

doctor, I would

be rich.

Word choice The subject ‘I’

should be

replaced by

‘she’.

If she were

doctor, she

would be

rich.

Communicati

on Strategies

3

(Part II)

They could

have gone for

a ___

Meaning not

clear

- - -

4

(Part II)

If I drink milk,

__ would be

sad.

Omit a word - - -

Table 4.21

The 18th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3. If I send you

the letter, I

would be so

happy and

hilarious.

Verb tense The word

‘send’ should

be replaced

by ‘sent’.

If I sent you

the letter, I

would be so

happy and

hilarious.

Inter-lingual

Transfer

64

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

8. If she were

here, she

would knew

what to do.

Verb tense The word

‘knew’

should be

replaced by

‘know’

If she were

here, she

would know

what to do.

Context of

Learning

4

(Part II)

They would - - - -

5

(Part II)

- - - - -

Table 4.22

The 19th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

9. We would go

to the zoo, if

the weather

was nice

today


verb ‘was’

should be

replaced by

‘were’

We would go

to the zoo, if

the weather

were nice

today

Context of

Learning

10. If I has

enough

money, I

would be with

you to go to

the beach.

Verb tense The word

‘has’ should

be replaced

by ‘had’

If I had enough

money, I

would be with

you to go to

the beach.

Context of

Learning

14.

Rizky is at the

office. He

would save

his data if

there was

much time to

do.


verb ‘was’

should be

replaced by

‘were’

Rizky is at the

office. He

would save his

data if there

were much

time to do.

Context of

Learning

65

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

5

(Part II)

If I were

loved you,

you would

love me.

Add a word The phrase

‘were loved’

should be

replaced by

‘were’

If I were you,

you would

love me.

Context of

Learning

Table 4.23

The 20th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

1. If I teachedthis

class, I would

not give tests

soon.


‘teached’

should be

replaced by

‘taught’.

If I taught this

class, I would

not give tests

soon.

Intra-lingual

Transfer

6. If I has enough

time now, I

would write to

my parents.

Verb tense The word ‘has’

should be

replaced by

‘had’

If I had enough

time now, I

would write to

my parents.

Context of

Learning

7. Wish I was

make them

calm down

with such a

bad condition.


verb ‘was’

should be

replaced by

‘could’.

Wish I could

make them

calm down

with such a

bad condition.

Context of

Learning

15. Has I enough

time right now,

I would

accompany my

mother to the

market.

Verb tense The word

‘had’ should

be replaced by

‘had’

Had I enough

time right now,

I would

accompany my

mother to the

market.

Context of

Learning

2

(Part II)

If I were

director, I will

be rich.


‘will’ should

be replaced by

‘would’

If I were

director, I

would be rich.

Context of

Learning

66

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part II)

If I have

enough money,

I would go to

the Paris.

Verb tense The word

‘have’ should

be replaced by

‘had’

If I had enough

money, I

would go to

the Paris.

Inter-lingual

Transfer

Table 4.24

The 21th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part III)

The weather is

cold today, but

if it is not, I

would go

swimming.


be replaced by

‘were not’

The weather is

cold today, but

if it were not, I

would go

swimming.

Context of

Learning

5

(Part III)

I always pay

my bills. If

Iam not, I

would get in

may troubles.

Word choice ‘Am not’

should be

replaced by

‘were not’

I always pay

my bills. If

Iwere not, I

would get in

may troubles.

Inter-lingual

Transfer

6

(Part III)

Helium is

lighter than air.

If it is not, a

helium-filled

balloon would

not float

upward.


be replaced by

‘were not’

Helium is

lighter than air.

If it were not, a

helium-filled

balloon would

not float

upward.

Inter-lingual

Transfer

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.

Word choice ‘Am’ should

be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I would

make many

great films.

Inter-lingual

Transfer

67

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.

Verb tense ‘Have not’

should be

replaced by

‘had not’

I have to go to

class this

afternoon, but

if I had not, I

would go

downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit to

be seen.

Inter-lingual

Transfer

Table 4.25

The 22th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part III)

The weather is

cold today, but

if it is not, I

would go

swimming.


be replaced by

‘were not’

The weather

is cold today,

but if it were

not, I would

go

swimming.

Inter-lingual

Transfer

5

(Part III)

I always pay

my bills. If

Iam not, I

would get in

may troubles.


should be

replaced by

‘were not’

I always pay

my bills. If

Iwere not, I

would get in

may troubles.

Inter-lingual

Transfer

68

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

6

(Part III)

Helium is

lighter than air.

If it is not, a

helium-filled

balloon would

not float

upward.


be replaced by

‘were not’

Helium is

lighter than

air. If it were

not, a helium-

filled balloon

would not

float upward.

Inter-lingual

Transfer

7

(Part III)

I am not a good

movie maker,

but if Iam, I

would make

many great

films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I

would make

many great

films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but if

I have not, I

would go

downtown with

you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

69

Table 4.26

The 23rd


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part III)

The weather is

cold today, but

if it is not, I

would go

swimming.


be replaced by

‘were not’

The weather

is cold today,

but if it were

not, I would

go

swimming.

Inter-lingual

Transfer

5

(Part III)

I always pay my

bills. If Iam not,

I would get in

may troubles.


should be

replaced by

‘were not’

I always pay

my bills. If

Iwere not, I

would get in

may troubles.

Inter-lingual

Transfer

6

(Part III)

Helium is

lighter than air.

If it is not, a

helium-filled

balloon would

not float

upward.


be replaced by

‘were not’

Helium is

lighter than

air. If it were

not, a helium-

filled balloon

would not

float upward.

Inter-lingual

Transfer

7

(Part III)

I am not a good

movie maker,

but if Iam, I

would make

many great

films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I

would make

many great

films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but if

I have not, I

would go

downtown with

you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

70

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

Table 4.27

The 24th


Test

Number

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part III)

The weather is

cold today, but

if it is not, I

would go

swimming.


should be

replaced by

‘were not’

The weather is

cold today, but

if it were not, I

would go

swimming.

Inter-lingual

Transfer

5

(Part III)

I always pay

my bills. If

Iam not, I

would get in

may troubles.


should be

replaced by

‘were not’

I always pay

my bills. If

Iwere not, I

would get in

may troubles.

Inter-lingual

Transfer

6

(Part III)

Helium is

lighter than air.

If it is not, a

helium-filled

balloon would

not float

upward.


should be

replaced by

‘were not’

Helium is

lighter than air.

If it were not, a

helium-filled

balloon would

not float

upward.

Inter-lingual

Transfer

71

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I

would make

many great

films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

Table 4.28

The 25th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part III)

The weather is

cold today, but

if it is not, I

would go

swimming.


be replaced by

‘were not’

The weather is

cold today, but

if it were not, I

would go

swimming.

Inter-lingual

Transfer

5

(Part III)

I always pay my

bills. If Iam not,

I would get in

may troubles.

Word choice ‘Am not’ should

be replaced by

‘were not’

I always pay my

bills. If I were

not, I would get

in may troubles.

Inter-lingual

Transfer

72

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

6

(Part III)

Helium is

lighter than air.

If it is not, a

helium-filled

balloon would

not float

upward.


be replaced by

‘were not’

Helium is

lighter than air.

If it were not, a

helium-filled

balloon would

not float

upward.

Inter-lingual

Transfer

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I would

make many

great films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go to

class this

afternoon, but

if I had not, I

would go

downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit to

be seen.

Inter-lingual

Transfer

73

Table 4.29

The 26th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

3

(Part III)

The weather is

cold today, but

if it is not, I

would go

swimming.


be replaced by

‘were not’

The weather is

cold today, but

if it were not, I

would go

swimming.

Inter-lingual

Transfer

5

(Part III)

I always pay

my bills. If

Iam not, I

would get in

may troubles.


should be

replaced by

‘were not’

I always pay

my bills. If

Iwere not, I

would get in

may troubles.

Inter-lingual

Transfer

6

(Part III)

Helium is

lighter than air.

If it is not, a

helium-filled

balloon would

not float

upward.


be replaced by

‘were not’

Helium is

lighter than air.

If it were not, a

helium-filled

balloon would

not float

upward.

Inter-lingual

Transfer

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I would

make many

great films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go to

class this

afternoon, but

if I had not, I

would go

downtown

with you.

Inter-lingual

Transfer

74

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

Table 4.30

The 27th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I

would make

many great

films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

75

Table 4.31

The 28th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I

would make

many great

films.

Inter-lingual

Transfer

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

Table 4.32

The 29th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

7

(Part III)

I am not a

good movie

maker, but if

Iam, I would

make many

great films.


be replaced by

‘were’

I am not a

good movie

maker, but if

Iwere, I

would make

many great

films.

Inter-lingual

Transfer

76

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

Table 4.33

The 30th


Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

8

(Part III)

I have to go to

class this

afternoon, but

if I have not, I

would go

downtown

with you.


should be

replaced by

‘had not’

I have to go

to class this

afternoon,

but if I had

not, I would

go downtown

with you.

Inter-lingual

Transfer

9

(Part III)

The earth is

round. If it is

not, the ocean

would have the

certain limit to

be seen.


be replaced by

‘were not’

The earth is

round. If it

were not, the

ocean would

have the

certain limit

to be seen.

Inter-lingual

Transfer

77

Test

Numbers

Identification

of Errors

Classification

of Errors

Description


Errors

10

(Part III)

Albert Einstein

is really

brainy. If he is

not, he could

not create the

E=Mc2

formula.


be replaced by

‘were not’

Albert

Einstein is

really brainy.

If he were

not, he could

not create the

E=Mc2

formula.

Inter-lingual

Transfer

B. The Data Analysis

After the writer did the research, he got the English test score, the

frequency and percentage of the students’ errors in the form of type two of

conditional sentences; he would like to analyze what errors existing on all

items, and why the errors occurred in Part I, II and III. The table below

explaining the errors explanation in entire parts, as follows:

Table 4.34

Table of Number of Classification of Errors Explanation

No. Types

of Errors

Number of

Errors

Percentage of

Errors

1. Word form 1 0.48%

2. Word choice 115 55.83%

3. Verb tense 82 39.8%

4. Add a word 2 0.97%

5. Omit a word 4 1.94%

6. Meaning not

clear

2 0.97%

78

From the table 4.34 above, there is 1 error committed in word form with

0.48% because the students might be influenced by mother tongue in forming

word. There are 115 errors committed in word choice with 55.83% because the

students put inappropriate words to be used in sentences. Also, There are 82 errors

committed in verb tense with 39.8% because the students might not know the

correct tense in the use of type two of conditional sentences. There are 2errors

committed in add a word with the percentage 0.97% because the students add

inappropriate words in type two of conditional sentences. Also, there are 4 errors

committed in omit a word errors with 1.94% because the students omit wrong

words items that should not occur in sentences on the test. At last,there are 2

errors committed in meaning not clear with the percentage 0.97% because the

students do not write meaningful sentences in terms of type two of conditional

sentences. Here is the explanation regarding causes of errors described in the table

below:

Table 4.35

Table of Number of Causes of Errors Explanation

No. Causes

of Errors

Number of

Causes of

Errors

Percentage of

Causes of

Errors

1. Inter-lingual

Transfer

96 46.61%

2. Intra-lingual

Transfer

29 14.07%

3. Context of

Learning

80 38.83%

4. Communication

Strategies

1 0.49%

79

Based on the table 4.35 above, there are 96 errors caused by inter-lingual

transfer with 46.61% because the students might be influenced by their mother

tongue influences in terms of patterns, systems, or rules. Then,there are 28 errors

caused by intra-lingual transfer with 13.6% because the students might striveto

derive the rules behind the data to which has been exposed by the students, and

may develop hypotheses related neither to their mother tongue nor to their target

language.

. Also, There are 81 errors caused by context of learning with 39.3%

because the teachers or the textbooks may lead the students to create faulty

hypotheses about the language. Students might make errors because of a

misleading explanation from either the teachers, textbooks, or patterns memorized

rottenly. Next, there is 1 error caused by communication strategies with 0.49%

because the student might express the meaning of the sentence incorrectly. Here is

the explanation about frequency and percentage of the students’ errors in part I

below:

Table 4.36

The Frequency and Percentage of the Students’ Errors in the Form of

Type Two of Conditional Sentences in Part I

Students’

Number

Number of

Test Items

Correct

Answers

Frequency

of Errors

Percentage

of Errors

1. 15 8 7 8.9%

2. 15 13 2 2.53%

3. 15 7 8 10.12%

4. 15 13 2 2.53%

5. 15 13 2 2.53%

6. 15 6 9 11.39%

7. 15 13 2 2.53%

8. 15 13 2 2.53%

80

Students’

Number

Number of

Test Items

Correct

Answers

Frequency

of Errors

Percentage

of Errors

9. 15 6 9 11.39%

10. 15 13 2 2.53%

11. 15 12 3 3.8%

12. 15 11 4 5.06%

13. 15 11 4 5.06%

14. 15 13 2 2.53%

15. 15 10 5 6.32%

16. 15 11 4 5.06%

17. 15 12 3 3.8%

18. 15 13 2 2.53%

19. 15 12 3 3.8%

20. 15 11 4 5.06%

21. 15 15 0 0%

22. 15 15 0 0%

23. 15 15 0 0%

24. 15 15 0 0%

25. 15 15 0 0%

26. 15 15 0 0%

27. 15 15 0 0%

28. 15 15 0 0%

29. 15 15 0 0%

30. 15 15 0 0%

TOTAL 371 79 100%

81

To find out thepercentage of the students’ errors in part one of the test, the

writer used the formula below:

P=Frequency of Errors

Frequency of Errors + Correct Answersx 100%

=79

79 + 371x 100%

= 7900

450

=17.56%

From the data above, the writer can conclude that the average of the

students’ errors in using type two of conditional sentences is 17.56%, and it can

be concluded that the rest is 82.44%, which means that the majority of the

students did not do errors on the test.

After the writer got the description of Part I above, he would like to analyze

the data description of the students’ errors in Part II, as follows:

Table 4.37


Type Two of Conditional Sentences in Part II

Students’

Number

Number of

Test Items

Correct

Answers

Frequency

of Errors

Percentage

of Errors

1. 5 3 2 5.71%

2. 5 2 3 8.57%

3. 5 5 0 0%

4. 5 5 0 0%

5. 5 5 0 0%

82

Students’

Number

Number of

Test Items

Correct

Answers

Frequency

of Errors

Percentage

of Errors

6. 5 5 0 0%

7. 5 3 2 5.71%

8. 5 4 1 2.86%

9. 5 5 0 0%

10. 5 3 2 5.71%

11. 5 3 2 5.71%

12. 5 4 1 2.86%

13. 5 4 1 2.86%

14. 5 4 1 2.86%

15. 5 0 5 14.3%

16. 5 1 4 11.42%

17. 5 2 3 8.57%

18. 5 2 3 8.57%

19. 5 4 1 2.86%

20. 5 1 4 11.43%

21. 5 5 0 0%

22. 5 5 0 0%

23. 5 5 0 0%

24. 5 5 0 0%

25. 5 5 0 0%

26. 5 5 0 0%

27. 5 5 0 0%

28. 5 5 0 0%

29. 5 5 0 0%

30. 5 5 0 0%

TOTAL 115 35 100%

83

To find out the percentage of the students’ errors in part two of the test, the

writer used the formula:



=35

35 + 115x 100%

= 3500

150

=23.33%




students did not do errors on the test.

After the writer got the description of Part II above, he would like to analyze

the data description of the students’ errors in Part III, as follows:

Table 4.38


Type Two of Conditional Sentences in Part III

Students’

Number

Number of

Test Items

Correct

Answers

Frequency

of Errors

Percentage

of Errors

1. 10 7 3 3.26%

2. 10 7 3 3.26%

3. 10 7 3 3.26%

4. 10 7 3 3.26%

5. 10 7 3 3.26%

6. 10 7 3 3.26%

84

Students’

Number

Number of

Test Items

Correct

Answers

Frequency

of Errors

Percentage

of Errors

7. 10 7 3 3.26%

8. 10 7 3 3.26%

9. 10 7 3 3.26%

10. 10 7 3 3.26%

11. 10 7 3 3.26%

12. 10 7 3 3.26%

13. 10 7 3 3.26%

14. 10 7 3 3.26%

15. 10 8 2 2.17%

16. 10 10 0 0%

17. 10 10 0 0%

18. 10 10 0 0%

19. 10 10 0 0%

20. 10 10 0 0%

21. 10 4 6 6.52%

22. 10 4 6 6.52%

23. 10 4 6 6.52%

24. 10 4 6 6.52%

25. 10 4 6 6.52%

26. 10 4 6 6.52%

27. 10 7 3 3.26%

28. 10 7 3 3.26%

29. 10 7 3 3.26%

30. 10 7 3 3.26%

TOTAL 208 92 100%

85

To find out the percentage of the students’ erors in part three of the test, the

writer used the formula:



=92

92 + 208x 100%

= 9200

300

=30.67%




students did not errors on the test.

C. The Data Interpretation

Based on the analysis of the results above, It can be observed that word

choiceerrors are the highest with 115 errors and the percentage is 55.83%. It

means that most students choose words that should not be put in sentences on the

test. Next, there are 82 errors in verb tense with 39.8%, 4 errors in omit a word

with 1.94%, 2 errors in add a word, 2 errors in meaning not clear, and 1 error in

word form with 0.48%.

In addition, it can be concluded that inter-lingual transfer is the cause of

errors that interference the students most with 46.61%, which occur due to the

influences of the students’ mother tongue in forming type two of conditional

sentences. Then, the context of learning is at the second position with 38.3%, and

there is intra-lingual transfer with 14.7%. At last, there is an error caused by

communication strategies with 0.49%.

86

The writer summarizes that the errors made by the students are word choice

with the percentage 55.83%, verb tense with 39.8%, omit a word with 1.94%, Add

a word with 0.97%, meaning not clear with 0.97%, and word form with 0.48%.

Then, 46.61% of the students make the errors caused by inter-lingual transfer in

which the system, rules, and patterns of the students’ native language distract their

target language. Next, 38.83% of the students make the errors caused by context

of learning in which either the teachers, textbooks, or the patterns are improperly

contextualized. There are 14.07% of the students make the errors caused by intra-

lingual transfer in which the students create hypotheses which are not related to

their first and target language. At last, 0.49% of the student makes the errors

caused by communication strategies in which the student has own way to do with

the native and target language inappropriately.

87

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

1. Based on the explanations on research findings, so the errors made by the students

consisting of word choice with the percentage 55.8%, verb tense with 39.8%, omit a

word with 1.94%, add a word with 0.97%, meaning not clear with 0.97%, and word

form with the percentage 0.48%.

2. The reason why the students make errors in using type two of conditional sentences

caused by inter-lingual transfer in which the system, rules, and patterns of the

students’ native language distract their target language with the percentage 46.61%.

Next, the students make the errors caused by context of learning in which either the

teachers, textbooks, or the patterns are improperly contextualized with the percentage

38.83%. There are 14.07% of the students make the errors caused by intra-lingual

transfer in which the students create hypotheses, that are not related to their first and

target language. At last, 0.49% of the student makes the errors caused by

communication strategies in which the student has own way to do inappropriately.

B. Suggestions

Based on the students’ errors using type two of conditional sentences, the writer

would like to deliver some suggestions, as follows:

1. The teacher should give motivation for students in using type two of conditional

sentences because some students assume that English is one of the most difficult

subject matters in their study.

2. The teacher should give more exercises and practices to the students regarding any

kinds of examples of type two of conditional sentences.

3. The teacher should encourage the students to use type two of conditional sentences

in school neighborhood in order that they might be able to get along with how to

use it well.

4. The students remember that the future conditional is likely to happen than the

hypothetical conditional.

5. The students should memorize regular and irregular verbs and do more exercises

by themselves and pay attention more to the teachers’ explanation regarding type

two of conditional sentences.

BIBLIOGRAPHY

Brumfit, Christopher, English for International Communication, Oxford: Pergamon

Press Ltd., 1981.

Azar, Bety, Understanding and Using English Grammar, 2nd

Edition, New Jersey:

Prentice Hall, 1992, p. A29.

Robert, Paul, Understanding Grammar, New York: Harper & Row Publishers, 1954.

Murcia, Celce, Marianne, The Grammar Book, 2nd

Edition., London: Newbury House

Publishers, 1983.

Crystal, David, An Encyclopedic Dictionary of Languages, Oxford: Blackwell, 1992.

James, Carl, Errors in Language Learning and Use Exploring Error Analysis, New

York: Longman, 1998.

http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html

Brown, Douglas, Principles of Language Learning and Teaching, 4th

Ed., New York:

Longman, 2000

Freeman, Diane, et al, An Introduction to Second Language Acquisition Research,

New York: Longman. 1991.

Norrish, John, Language Learners and Their Errors, London: Macmillan, 1983.

Els, Theo, et al, Applied Linguistics and the Learning and Teaching of Foreign

Languages, London: A Division of Hodder & Stoughton, 1983.

Batstone, Rob, Grammar, New York: Oxford University Press, 1950.

Thornburry, Scott, How to teach grammar, London: Longman, 1999.

Ur, Penny, A Course in Language Teaching Practice and Theory, London: Cambridge

University Press, 1996

Hornby, AS, Oxford Advanced Learner’s Dictionary,7th

Edition, Oxford University

Press, 2005.

Alexander, LG Longman English Grammar, New York: Longman Publishing, 1988.

Frank, Marcella, Modern English: A Practical Reference Guide, New Jersey: Prentice

Hall Inc., 1972.

http://www.answers.com/topic/grammar, 8 Juli 2009

http://abisamra03.tripod.com/nada/languageacq-erroranalysis.html

http://www.answers.com/topic/grammar

http://www.llp.armstrong.edu/5800/types.html. 8 Juli 2009

Frank, Marcella, Modern English, Exercise for Non–native Speakers Part II:

Sentences and Complex Structures, New Jersey: Prentice-Hall, Inc., 1972.

Wishon, George, et al, Let’s Write English, New York: American Book Company,

1980.

Azar, Betty, Fundamentals of English Grammar, New Jersey: Prentice Hall, 1992.

Thompson, A.J, et al, A Practical English Grammar 2nd

edition, New York: Oxford

University Press: 1986.

Fuchs Majorie, et al, Grammar Express for Self in Study or the Classroom, England:

Pearson Education Limited, 2003.

http://en.wikipedia.org/wiki/second language acquistion. 12 September 2011

http://teaching stylesonline.com/stages of error analysis. Html. 20 May 2011

Shepherd, John, Multilevel English Grammar Programme, London: Prentice Hall

Macmillan, 1995).

Ur, Penny, Grammar Practices: A Practical Guide for Teachers, Cambridge

University Press, 1988.

Parrot, Martin, Grammar for English Language Teachers London: Cambridge

University Press, 2000.

Pollock, Carroll, Communicate What You Mean, New Jersey, Prentice Hall Inc, 1982.

Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan; 4th

Revised Edition, Jakarta:

Bumi Aksara, 2009.

http://www.llp.armstrong.edu/5800/types.html

http://en.wikipedia.org/wiki/second

http://teaching/

APPENDICES

Name : Test type: Achievement test

School :

I. Fill in the blanks with the appropriate verbs by referring to the form of type two

of conditional sentences correctly!

1. If I (teach)… this class, I would not give some tests soon.

2. They would help us right away, if they (be)… here right now.

3. … (have) I have a breakfast today, I would do that assignment as good as I did

yesterday.

4. If he (have)… a sharp razor, Jack would shave this morning.

5. Sandy would phone me, if he (be) at home at this moment.

6. If I (have) …… enough time now, I would write to my parents.

7. Wish I (can) …… make them calm down with such a bad condition.

8. If she were here, she would (know)…… what to do.

9. If the weather (be) ...... nice today, we would go to the zoo.

10. If I (have) …… enough money, I would be with you to go to the beach.

11. If he (be) …… a bright student, he would study for the final test.

12. Kanti isn’t home right now. If she (be) …… at home right now, I would visit her.

13. I would (help) …… you if you wanted to follow the main rules.

14. Rizky is at the office. He would save his data if there (be) much time to do.

15. (have) …… I enough time right now, I would accompany my mother to the market.

The answers of part I:

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

II. Make five examples of type two of conditional sentences correctly!

1. …………………………………………………………………………………………

2. …………………………………………………………………………………………

3. …………………………………………………………………………………………

4. …………………………………………………………………………………………

5. …………………………………………………………………………………………

III. Match the answers with the alphabet of the following words in the box!*

1. I do not have a pen, but if I ….., I would lend it to you.

2. He is busy right now, but if he ….., he would help us.

3. The weather is cold today, but if it ….., I would buy that interesting book.

4. I do not have enough money, but if I ….., I would go swimming.

5. I always pay my bills. If I ….., I would get in many troubles.

6. Helium is lighter than air. If it ….., a helium-filled balloon would not float upward.

7. I am not a good moviemaker, but if I ….., I would make many great films.

8. I have to go to class this afternoon, but if I ….., I would go downtown with you.

9. The earth is round. If it ….., the ocean would have the certain limit to be seen.

10. Albert Einstein is really brainy. If he ….., he could not create the E=Mc2 formula.

Note: * this part has its own sheet

a. Were not

b. Did

c. Were not

d. Had

e. Did not

f. Were

g. Were not

h. Were not

i. Were not

j. Had not

INTERVIEW SHEET

Date/Day :

Interviewee :

Place :

1. Apakah kamu senang terhadap pelajaran bahasa inggris sehingga kamu termotivasi?

Jawab:

2. Dalam pelajaran bahasa inggris, cara belajar apa yang kamu gunakan selama ini?

Jawab:

3. Apa dengan cara tersebut, kamu dapat meningkatkan prestasi kamu?

Jawab:

4. Apakah fasilitas untuk belajar bahasa inggris memadai?

Jawab:

5. Apakah ada pujian yang diberikan jika ada siswa yang berprestasi di kelas?

Jawab:

6. Apakah kamu dapat mengerti dan memahami pelajaran guru tentang tipe kedua

conditional sentences?

Jawab:

7. Dimanakah letak kesulitan dalam mempelajari tentang tipe kedua conditional

sentences?

Jawab:

8. Mengapa kamu mengalami kesulitan dalam mempelajari tipe kedua conditional

sentences?

Jawab:

9. Bagaimana pendapatmu tentang suasana belajar bahasa Inggris di kelas?

Jawab:

10. Apakah gurumu selalu memberikan games yang menarik di setiap pertemuan?

Jawab:

No : Ist imewa

Hal : Pengajuan Judul Skripsi

Lampiran : I (satu) berkas

Tarigerang, 12Mei2011

Saya yang

Nama

NIM

Kepada Yth,

Ketua Jurusan Pendidikan Bahasa Inggris

FITK UIN Jakarta

Di

Tempat

Assalamualaikum Wr. Wb.

bertanda tangan di bawah ini:

Muhamad Ridho Pratama

107014000699

Jurusan : Pendidikan Bahasa Inggrid

Fakultas : Ilmu Tarbiyah dan Keguruan

Bermaksud untuk mengajukan judul skripsi sebagai salah satu syarat untuk menyelesaikanprogram S-l (strata 1) UfN Syarif Hidayatullah Jakarta.Adapun judul yang diajukan adalah:

ERRORS ANALYSIS ON TIIE SECOND GRADE STT'DENTS OF

SENIOR HIGH SCHOOL IN USING TYPE TWO OF CONDITIONALI

SENTENCES AT SMA DUA MEI CIPUTAT

Bersama'ini saya lampirkan satu

L Abstact

2. Outfine

3. Temporary references

Demikian surat pengajuan ini disarnpaikan. Atas pertimbangannya, saya sampaikan terimakasih.

Wassalamu'alailcum Wr. Wb.

Menyetyligi. f)/-- t I

>{i N

(Drs. Nasrun Mahmud M.pd)NIP: 15A041070

berkas proposal yang terdiri dari:

i

q/ '(0(

I

h[L

Pengaju,

NIM: 107014000699

' l/tl l

FORM {FR)t.3

/ iG' \\Ej

l r t r - lI t t l l t l

REmEl'lrERnF AGAMAUIN JAKARTAFITKJ!. 1.. H. JuaNa No 95 Cipulat 15412 ldoNsa

-€L Terbtt : 1 Maret 2010

No. Revisi: : 01

suner BIMBINGAN Jl(B!!q

Nomor : Un.0 l /F. l /KM.0 l .3/ . . . ' . . . . /20 I I

Lamp. : -Hal : Bimbingan SkriPsi

Kepada Yth.

Dr. Alek, M. Pd.Pembimbing SkiPsiFakultas llmu Tarbiyah dan Keguruan

UIN SYarif HidaYatullahJakarta.

As s alam u' al aikum w r' w b'

Dengan ini diharapkan kesediaan Saudara

(materi/teknis) penulisan skripsi mahasiswa:

Muhasrad Ridho Pratama

107014000699

Pendidikan Bahasa Inggris

IX (Sembilan) ;

a.n.

Drs.

Jakata" 26 SePternber 201 |

kan Bahasa Inggris

M.Pdt2 199103 | 002

untuk menjadi Peqrbimbing VII

Nama

NIM

Jurusan

Semester

Judul Slcripsi

ERRORSANALY'SISoNTIIEsEco}IDGRADESTUDENTSoF

snmonHlctlScHooLINUSINGTYPETwooFCONDITIONAL

SBNTENCES AT SMA DUA MEI CIPT]-TAT I

Judul tersebut telah disetujui oleh Jurusan yang bersangkulan pada tanggal 19 M€i.201'

abstaksrloutlineterlampir. Saudara dapat melikukan perubahan redaksional pada judul';;b*. "ep":i1"

fiil;r substansial dianggap perlu, mohon pembimbing

menghubungi Jumsan terlebih dahulu.

u Bimbingan skripsi ini diharapkln selesai dalam waktu 6 (enam) bularU dan dapat

diperpanjang selama 6 (enam) buldn berikutnya tanpa surat perpan;angan'

Atas perhatian dan kerja sama Saudara,"kami ucapkan terima kasih'

Vf/as s al amu' alaikum wr. w b.

. : . . . ' -\*

N I P . I,:,'_:#:l"t'Tembusan:

l. Dekan FITK2. Mahasiswa ybs.

, .,,...-,*;",*-,, ,

t"to. Dokumen : FITK-FR-AKD-O82

FORM (FR)KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

Tol. ferbit ; 1 Maret 2010

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1 /KM.01 .31.. . . . . . .1201 1Lamp.'. Outline/ProposalHal : Permohonan lzin Penelitian

Jakarta, 3 November 2Q11

Kepada Yth.

Kepala Sekolah SMA Dua meid iTempat

Assal am u' alaiku m wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama

NIM

Jurusan

Semester

Tahun Akademik

Judul Skripsi

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

: Muhamad Ridho Pratama

:107014000699

: Pendidikan Bahasa lnggris

: lX (Sembilan)

:201012011

. ; " l

Drp.NII*l

"k '" . : ; '

ERRORS ANALYSIS ON THE SECOND GMDE STUDENTS OF SENIOR HIGH

SCHOOL IN USING TYPE TWO OF CONDITIONAL SENTENCES

AT SMA DUA MEI CIPUTAT

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang

sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di

instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut

melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih'

Wassal a m u' al ai ku m wr.wb.

ikan Bahasa Inggris

| 002

YAYASAN PENDIDIKAN DUA [ilEISEKOLAH MENENGA}I ATAS (SMA) I}UA MEI

(TERAKREDTTAST A)Jl. H. AMul Gani No. 135 Cempaka Putih Ciputat Timur - Kota Tangerang Selatan

Telp. 7490034, Fax. 74707557

SURAT KETERANGANNo: 262 /sMA/YPDM / tx /2O1L

Yang bertanda tangan di bawah ini :

Nama : Yayat Ruhiat, S.Pd

No.NlP/NPK

Jabatan

TempatTugas

Dengan ini menerangkan bahwa :

Nama

NIM

Jurusan

Semester

Kepala Sekolah

SMA Dua MeiCiputat

MUHAMAD RIDHO PRATAMA

107014000599

Pendidikan Bahasa lnggris

Vlll ( Delapan )

Nama Mahasiswa tersebut di atas telah mengadakan riset untuk persyaratan pembuatan skripsi

dengan judul : 'ERRORS ANALYSF ON THE SECOND GRADE STT DENT Of SEiltOR Hl€H SCHOOL

lN USTNG TYPE TWO OF COt{DffiONAt SENT€NCES AT SMA DUA MEI CIPUTAT ". Pada tanggal 12

September 2O11 sampai dengan 29 sEPTEMBER 2011.

Demikian surat keterangan ini di buat agar dapat dipergunakan sebagaimana mestinya.

Timur,29 September2ALlDua Mei

ERRORS ANALYSIS ON THE SECOND GRADE...

Documents

Transcript of ERRORS ANALYSIS ON THE SECOND GRADE...