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SOME DIFFICULTIES IN LEARNING CONDITIONAL SENTENCES
FACED BY ISLAMIC SENIOR HIGH SCHOOL STUDENTS
(A Case Study at the Second Year of MA AL-HIKMAH
Mampang Prapatan South Jakarta)
A Skripsi
Presented to the Faculty of Tarbiyah and Teacher's Training
In Partial Fulfillment one of the Requirements for the Degree of Strata I(S I)
By
Diah ChoiriahNIM:I02014023732
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER'S TRAINING
STATE1SLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
.JAKARTA
1428 Hl2007 M
SOME DIFFICULTIES IN LEARNING CONDITIONAL SENTENCES
FACED BY ISLAMIC SENIOR HIGH SCHOOL STUDENTS
(A Case Study at the Second Year of MA AL-HIKMAH
Marnpang Prapatan South Jakarta)
A Skripsi
Presented to the Faculty ofTarbiyah and Teacher's Training
In Partial Fulfillment one of the Requirements for the Degree of Strata I(SI)
By
Diah ChoiriahNIM: 102014023732
Approved by
Advisor
~Mas'ud Mada MANip. 150012 951
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHI<:R'S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1428 H/2007 M
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers Training
certifies that the 'Skripsi' (Scientific Paper) entitled "Some Difficulties iu Learning
Conditional Sentences Faced by Islamic Senior High School Students (A Case Study at
the Second Year of MA AL~HIKMAH Mampang Prapatan South Jakarta)", written by
Diah Choiriah, student's registration number: 102014023732, was examined by the
Committee on May 14,2007, and was declared to have passed and, therefore, fulfilled one
of the requirements for the academic title of 'S.Pd (Bachelor of Arts) in English Language
Education at the Department of English Education.
Jakarta, May 14, 2007
CHAIRMAN
SECRETARY
EXAMINERS
Examination Committee
Jfi-Drs. Nasrun mahmud, M.Pd ( )NIP. 150041070
~Nida Husna, M.Pd ( )NIP. 150326910
1. Drs. Nasrun mahmud. M.Pd ( ,~ )NIP. 150041070
2. Drs. Munir Sonhadji, M.EdNIP. 150 050 682
Acknowledged by:
Dean ofTarbiyah and Teachers Training Fliculty
\~.Prof. Dr. D de s ada MANIP. 15023 6
ACKNOWLEDGEMENT
In the name ofAllah, the Beneficent, the Merciful
All praise be to Allah who has bestowed upon the writer in completing this
'skripsi'. Peace and blessing be upon to our prophet Muhammad SAW, his family, his
companions and his followers.
This 'skripsi' is presented to fulfill one of the requirements to obtain Sarjana
Degree at the Department of English Education of the Faculty of Tarbiyah and
Teacher's Training SyarifHidayatullah State Islamic University Jakarta.
On this occasion, the writer would like to express her greatest honor and deepest
gratitude to her beloved parents: H. Abdul Syakur and Hj. Medawati, who always give
support, motivation, advice and everything so that she could finish her study.
Her grattitude and appreciation are also addressed to :
1. Prof. Dr. H. Dede Rosyada, MA, the Dean of the Faculty of Tarbiya and Teacher's
Training, State Islamic University SyarifHidayatullah Jakarta.
2. Drs. Nasrun Mahmud, M.Pd and Nida Husna, M.Pd as thf' Head and Secretary of
English Department.
3. Mas'ud Mada, MA, her advisor in finishing this 'skripsi', for his time, wonderful
guidence, patience, correction and valuable advices.
4. All Lecturers and staffs of English Department of Tarbiya and Teacher's Training
Faculty.
5. Muchlis nawawi, the Headmaster of MA AL-HIKMAH and Suhara, the English
teacher who help her for conducting the research.
6. Her sisters and brothers: Tuti Amaliah, Samin, Aan Andriyani, Mulyoko, Ahmad
Zaki, Syahsiyah, Kamal Abduh, Dian Anggraini, Ahmad Rizal, Ahmad sam'ani,
Muhammad Zaid, Ahmad Khuzaifah and Nurul Qisthi, for their motivation and
support.
7. Her wonderful friends of the English Department Class '02 especially Ainin and
Diana.
May Allah bless them all, Amien. Finally, the writer realizes that this 'skripsi' is
far from being perfect. Constructive criticism and suggestion would be acceptable to
make this 'skripsi' better.
Jakarta, May 14,h 2007
The Writer
TABLE OF CONTENTS
Acknowledgement .
Table of Contents III
Chapter I: INTRODUCTION
A. Background of the Study , .
B. The Limitation and Fonnulation ofthe Study.............................. 3
C. Purpose ofthe study............................................................ 4
D. Method ofthe study... 4
E. Organization Ofthe study 4
Chapter II: THEORETICAL FRAMEWORK
A. Definition ofLearning '" 6
B. Definition of sentences '" ,. ... 7
C. Type ofConditional Sentences , '" ., : . .. . .. . . . . . . 9
1. Conditional Sentence Type I 9
2. Conditional Sentence Type II 12
3. Conditional Sentence Type III 14
Chapter III: RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
I. Object of the Research 16
2. Objective of the Research................................................ 16
3. Method ofthe Research 16
4. Place and Time 17
5. Population and Sample 17
6. Instrument of the Research....................................... 17
B. Research Findings
I. Data Description 17
2. Data Analysis , '" , , . . . 18
3. Data Interpretation......................................................... 28
Chapter IV: CONCLUSION AND SUGGESTION
BIBLIOGRAPHY '" .
APPENDICES
A. Conclusion
B. Suggestion ........................... ........ : , .
29
29
30
CHAPTER I
INTRODUCTION
A. Background ofthe Study
Language IS a means of communication. There are two kinds of
communications, the formal communication usually used written form while the
informal written mostly used oral form. Through language people express their opinion,
willingness, and ideas.
Michael Agnes said that "Language is a system of vocal sounds and
combinations of such sounds to which meaning is attributed, used for the expression or
communication of thought and feelings."l
According to Leonard Bloomfield in his book, He stated that "Language plays a
great part in our life. The effects of language are remarkable, and include much of what
distinguishes man from the animals, but language has no place in our educational
program in the speculations ofour philosophers.2"
If you know a language you can combine words to form phrases and phrases toform sentences. Unfortunately; y0.U can't buy a dictionary with all the sentencesin any language, since no diciionary can list all the possible sentences. This isbecause knowing a language means able to produce new sentences never spokenbefore and to understand sentences never heard before. The linguist'-NoamChomsky refers to this ability as the "creative aspect" of language. This doesn'tmeans that you can "create" great literature, but it does mean you can and do
I Michael Agnes, Webster's New World College Dictionary, (Canada: Wiley Publishing Inc"2002), Fourth Edition, p. 805
2 Leonard Bloomfield, Language, (London: Henderson and Spalding, 1950J. p. 1
2
create new sentences every time you speak and are able to wlderstand newsentences "created" by others.3
English has a certain structure and rule which is different from other language.
Some students often make some mistakes when they try to understand a foreign
language. To get a clear understanding, they must know its rule and structure.
This writing is focused on conditional sentences. The students must understand
the meaning of sentence and know the grammatical rule. Because the verb form of
English and Indonesian language is totally different, for exanlple; in Indonesian
language, conditional sentence has no change in verb form between present and past
time, but in English, there is a change between present and past time at verb form, so it
makes students difficult to understand it. Conditional sentences have also many types
which each type has different rule and contains a different pair of tenses. So the students
must master the rules.
Because of this, some students often misunderstand the English sentences in
terms ofconditional sentences. Students sometimes use wrong verb in each type. In this
case, the teacher should know how to overcome the problems.
For example:
• Type I
Ifhe visits us, we will gel moneyfor him. (Present lime)
We will gel moneyfor him ifhe l'isils us.
3 Fromkin and Rodman, An Introduction to Language, (New York: Holt, Rinehart and Winston,Inc,. 1974), p. 4
3
e Type2
IfI had a car, I would drive out in the country today. (Past time)
I would drive out in the country today ifI had a car.
e Type 3
Ifhe had tried to leave the countl)', he would have been stopped at the frontier.
(Past time)
He would have been stopped at the frontier ifhe had tried to leave the country.
Those examples show that there is a change in verb form between present and
past time. Because of the verb change, it can make stud<mts confused to understand
conditional sentences. And it can be seen that English language is more complex than
Indonesian language.
Based on the explanation above, the writer is interested in discussing conditional
sentences. The writer would like to cany out a research entitled: "Some Difficulties in
Learning Conditional Sentences Faced by Islamic Senior High ~chool Stud<mts" (A
Case Study at the Second Year of MA AL-HIKMAH Mampang Prapatan, South
Jakarta).
B. Limitation and Formulation of the Study
I. Limitation of the Problem
The writer discusses problems faced by the students in leaming conditional
sentences, which are divided into: type I, type Il and type lfI.
4
2. Formulation of the Problem
In this writing, the formulation of the problem is "What type of conditional
sentence is the most difficult for the students to learn?"
C. Purpose of the Study
The purpose of the study is to know the problems faced by second year of
Islamic Senior High School students of AI-Hikmah Marnpang Prapatan South Jakarta.
The writer wants to give a description in doing conditional sentences become easy for
students. The writer hopes for the reader that the result of this writing will increase
knowledge about conditional sentences especially for her self and it will be useful for
the English teacher in giving the material on conditional sentences and students.
D. Method of the Study
To get knowledge of this writing, the writer reads some books which is related
to the topic in the library. To collect data, the writer observes at the second year
students of Islamic Senior High Scuool of AI-Hikmah Mampang Prapatan and
interviews some students. Morever, the writer gives a test about conditional sentences to
students. The respondents will be taken for two classes that consist of 33 students.
E. Organization ofthe Study
The writer divides this paper into four chapters, they are:
Chapter one is introduction. It discusses background ofthe study, limitation and
formulation of the study, purpose of the study, method of the study and organization of
the study.
5
Chapter two is Theoretical framework. It focuses about some definitions of
learning, sentences and three types ofconditional sentence.
Chapter three is Research Methodology and Findings. It explains the object of
the research, the objective of the research, the method of the research, the place and
time, the population and sample, the instrument of the research, data description, data
analysis and data interpretation.
Chapter four is conclusion and suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Definition of Learning
Learning is modification of a behavioral tendency by experience.4 According toJohn Jung, in his book, he stated that: learning is a process by which thebehavior of an organism is modified by experience. It is possible for learning tooccur in an organism without an overt performance of the learned habits;however, before we can measure learning there must be observablemodifications of some behavior. In other words, learning is a process inferredfrom exarnination of differences in some overt performance by an organism attwo or more points in time. We assume that the modification of behavior stemsfrom the experiences which occur between to the sets of observations. Withoutthese changes in performance, we are not able to change what learning if any,has taken place.5
Learning is one of process that happens in our life. Someone's behaviors are
influenced by learning. John Jung added that "learning occupies a strong interest among
psychologists because so much ofman's behavior is affected by this process.,,6
A search in contemporary dictionaries reveals "learning is acquiring or getting
of knowledge of a subject or a skill by study, experience, or instruction." A more
specialized definition might read as follows: "learning is a relatively permanent change
in a behavioral tendency and is the result of reinforced practice" (Kimble and Garmezy
1963:133).7
, Merriam Webster's Collegiate Dictionary Eleventh Edition, (MasSachusetts: Merriam-Webster, Inc,. 2003) p. 708
'John Jung. Verbal Learning. (New York: Holt. Rinehart and Winston. Inc•. 1968). p. 6
6 Ibid, p. 77 H. Douglas Brown. Principles a/language Learning and Teaching. (New Jersey: Prentice Hall
Inc.: 1987), p. 6
7
Lester D. Grow and Alice Grow give the definition of learning. They stated
learning is the acquisition of habits, knowledge, and attitudes. It involves new ways of
doing things, and it operates in an individual's attempts to overcome obstacles or to
adjust to new situations. It represents progressive change in behavior as the individual
reacts to a situation or situations in an effort to adapt his behavior effectively to
demands made upon him. It enables him to satisfy interests or to attain goals.s
B. Definition of sentence
Before the writer discusses on the conditional sentences, it may be necessary to
know about the definition of sentence. A sentence is a complete of 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. A written sentence must begin with a capital letter and end with a full stop
(.), a question mark (?) or lUI exclamation mark (!).9
Another meaning of sentence, as Hornby stated in his dictionary "Oxford
Advanced Leamer's Dictionary of Current English" is the largest grammatical unit
consisting ofphrases and or clause used to express a statement, question, command, etc.
Meanwhile, traditional grammar defines a sentence ill one of two ways. First is
by meaning. In this term, sentence is a "complete thought". And the second is by
, Lester D Crow and Alice Crow. Educational Psychology, (New York: American BookCompany., 1958), p. 225
'L.G. Alexander, Longman English Grammar. (New York; Longman Publishing, 1988), p. 2
8
function, a sentence consists ofa subject and a predicate. The definition that offers here
includes both functional and formal characteristics of a sentence: a sentence is a full
prediction containing a subject plus a predicate with a finite verb. 10
Based on this definition, sentence classified into four kinds. The first is simple
sentence. Simple sentence is a sentence which has only one full prediction in the form
of an independent clause. For example, the man stole the jewelry. The second is
compound sentence. It is a sentence has two or more full predictions in the form of
independent clauses. For example, the man stole the jewelry and he hid it in his home.
The third is complex sentence. It is a sentence which has two or more full predictions.
One of these is an independent clause (or, main clause) and one or more of these are
dependent clauses (or subordinate clauses) For example, the man stole the jewelry he
hid it in his home. And the last is a compound-eomplex sentence. It is a sentence which
has two or more independent clauses and one or more dependent clauses. For example,
the man stole the jewelry and he hid it in his home until he could safely get out of
town. I I
Conditional sentences that the writer discusses in this writing, includes in the
complex sentence.
10 Marcella Frank, Modern EIIgli.,h; A Practical Reference Guide, (New Jersey: Prentice HallInc., 1972), p. 220
" Ibid., p. 222-223
9
C. Types of Conditional Sentences
A conditional sentence contains two clauses: a dependent clause beginning with
if (or another conjunction performing the same general function) and a main clause. The
main clause gives the result of the if clause.
There are three kinds of conditional sentences. Each kind contains a different
pair or tenses. With each type certain variations are possible but students who are
studying the conditional for the first time should ignore these and concentrate on the
basic forms. 12 And also each type expresses a different meaning, refers to a different
time, and uses a different combination oftenses. 13
Depending on the tense of the verbs, the most common conditional sentences
indicate 1). a real condition 2). a present unreal condition 3). a past unreal condition.14
1. Conditional Sentences Type I:
Conditional sel'tence type 1 is a sentence that expresses a future-possible refers
to an action that mayor may not take place in the future. The present tense ofthe verb is
12 A.J Thompson and A.V Martinet, A Practical English Grammar, (New York OxfordUniversily Press., 1986), p. 197
13 Carroll washinglon Pollock, Communicate What You Mean, (New Jersey: Prenlice Hall Inc.,1982), p. 212
14 Peler Master, English Grammar and Technical writing, (Manila: Regional Printing Center ofthe U.S. Department of Stale, 2004), p. 170
10
used in the if clause, and the future tense is used in the main clause. The ifclause may
precede or follow the main clause. IS
In this type, it is possible to fulfill the conditional expressed in the "if-clause".
The verb in the if-clause is in the present tenses; the verb in the main clause is in the
future simple. It doesn't matter which come first. 16
Example: If Ite rUIIS, he'll get there ill time
Tlte cat will scratclt you ifyou pull Iter tail
(If the condition clause comes first, a comma separates the two clauses. If the main
clause comes first, a comma is not used. I?)
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 the if-clause is in a present, not a
future tense.
Basic Form of type I
Ifclause Main clause
If + simple present Present Future
Ifhe runs, He'll get there in time
"George E. Wishon and Julia M. Burks, LeI's Wrile English. '(New York: Litton EducationalPublishing, Inc., 1980), p. 249
1(, AJ Thompson and A. V Maninet, A Practical English Grammar, (New York: OxfordUniversity Press., 1986), !'. 197
17 Polly Davis, English Structure in Focus, (Cambridge: Newbury House Publishers, 1987), p.261
If+ simple present
If he calls,
Imperative
Tell him to come here at once
Tense combinations of Present R,~aI18
I I
Dependent (subordinate) Clause
Simple Present
Present Continuous
Present Perfect
Present Perfect Continuous
Independent (main clause)
will, can, should, may, might, ought
to + main verb
Modals: can, have to, must, should + main verb
Example:
If John studies,
IfJohn is studying,
If John has studied,
he will pass the test
he can pass the test
he should pass the test
If John has been studying, he might pass the test
If John can study, he ought to pass the test
"Carroll Washington Pollock, Communicate Whot You Mean, (New Jersey; Prentice Hall Inc.,1982), p. 212
12
2. Conditional Sentence type II:
This kind ofconditional sentence describes a situation which does not exist or is
unreal. 19 Type 2 conditional sentences are sometimes called the 'second', 'hypothetical'
or 'unreal' conditional. We usc them to refer to or speculate about something that is (or
that we perceive to be) impossible or 'contrary to fact'.2o
The verb in the if-clause is in the past tense; the verb in the main clause is in the
conditional sentence.
For example: If I had a map I would lend it to you
Ifsomeone tried to blackmail me I would tell the police
There is no difference in time between the fust and second types of conditional
sentence. Type 2, like type I, refers to the present or future, lmd 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)Y
In this type of conditional sentence, the subjunctive "were" is used for all
persons: ifI were (instead afifIwas), ifhe were, ifwe were, ifyau were, etc.22
19 Marcella Frank, Modern English; ExerciseJor Non-Native Speakers part fI: Sentences andComplex Structures, (New Jersey: Prentice Hall: 1972), p. 33
20 Martin Parrot, Grammarfor English Language Teachers (London: Cambridge UniversityPress, 2000), p. 233-234
2J J Thompson and A.V Martinet, A Practical Enghvh Grammar. (New York: Oxford UniversityPress., 1986), p. 198
22 George E. Wishon and Julia M. Burks, Ler's Write English, (New York: Lillon EducationalPublishing, Inc., 1980), p. 250
Basic form of type II
13
Time Reference lfclausc Main clause
If + simple past Past future
(Would + Simple verb)
Present: If! had a map, I would lend it to you
Future: If someone tried to blackmail me, I would tell the police
Tense combinations of Present unreal23
Dependent (Subordinate) clause
Simple Past
Past Continuous
Modals: could, had to + main verb
.. would
Example:
Independent (Main) Clause
would, could, might, should + main verb
If John studied,
IfJohn were studying,
he would pass the test
he might pass the test
2J Carroll Washington Polloel" Communicate What You Mean, (New Jersey; Prentice Hall Inc.,1982), p.213
If John could study,
·If John would study,
he could pass the test
he could pass the test
14
• Note: Neither will nor would can be used in the "if' clause when they are used
with a future meaning.
3. Conditional Sentence Type III:
This conditional sentence indicates past time and indicates an unreal and
unfulfilled situation.24 The verb in the if-clause is in the past perfect tense; the verb in
the main clause is in the perfect conditional. The time is past and the condition cannot
be fulfilled because the action in the if-clause didn't happen.25
Example: If I had known that you were coming I would have met you at the
airport.
Basic Form of type III
Ifclause Main clause
If+ past perfect Past future perfect
(had + past participle) (would + have + past participle)
If I had known that you were coming, I would have met you at the airport
" George E. Wishon and Julia M. Burks. up.cil., p. 251" J Thompson and A. V Martinet. Up.cil., p. 200
Tense Combinations of Type 11126
15
Dependent (Subordinate) Clause
Past Perfect
Past perfect Continuous
Passive: had + been + past participle
Independent (main) Clause
would
could + have + past participle
might
Should
Example:
If John had studied, he would have passed the exam
If John had been studying, he could have passed the exam
If John had been told about the exam, he might have studied for it
26 Carroll Washington Pollock, Op.Cit.• p.216
CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. Object of the Research
The object of the research IS the second year students of MA Al-Hikmah
Mampang Prapatan, South Jakarta.
2. Objective of the Research
The objective of the research is to know whether there are some problems in
leaming conditional sentences type I, type II, and type III faced by the students of MA
Al-Hikmah Mampang Prapatan South Jakarta and which one is the most difficult for
them to understand.
3. Method ofthe Research
In her research, the writer uses quantitative method. The writer also uses both
library and field research. To obtain data, the writer read from text books relating to the
topic. To get data from the students, the writer did field research.
The writer did an observation in two classes, interview to some students to know
the problems and the writer gave a written test about all types ofconditional sentences.
4. Place and Timc
The research of this study took place at the second year students of MA Al
Hikmah Jakarta which is located on Jl, Bangka II/24 Mampang Prapatan, South Jakarta. ,
17
The research held on February from 6 to 10 2007.
5. Population and Sample
The population of research is all students of second year that consists of two
classes (2 A and 2 B). The total numbers of students for the two classes are 33 and all
will be taken as a sample.
6. Instrument of the Research
To collect the data of this research, the writer gives a test to the second year of
MA AI-Hikmah focused on conditional sentences. The test consist of 20 questions. The
students asked to give the correct form of the verb in parentheses to complete the
sentence. The questions divided into three, 6 questions ofconditional sentences type I, 7
questions ofconditional sentences type II and 7 questions of conditional sentences type
III. Beside that, the writer did an interview to students.
B. Research Findings
1. Data Description
She got the data from test of conditional sentences. The writer gave the test to
the thirty students of the second year of MA AL-Hikmah Mampang Prapatan, becau~e
three students were absent. The test consists of 20 items by using instruction to answer
the question. The test and the interview can be seen in appendixes.
The following table is the classification of each item about conditional
sentences.
18
Table 1
Types of conditional sentences and Items
No Conditional Sentences Item
I. Type I 1,5,7,13,14,17
2. Type II 2,4,8,10,15,1 B",20
3. Type III 3,6,9,11,12,16,19
The writer gives the report about her research. The student' scores can be seen
on the table. The writer gives the table students' scores both generaIly and especiaIly in
each type. Each table wiIl be analyzed to get the average scores.
2. Data Analysis
To analyze the data, the writer uses a formula to find the average score to get the
result. She uses the formula. 27
Mx=2:X
N
M x : The average scores
LX :Total score of students
N : Number of students
27 Drs. Anas Sudijono, Pengantar Statistik Pendidikan, Oakarata: PT Raja Grafindo Persada,1995), p. 76
19
for the classification of scores, the writer takes Suharsimi's book as foIlow: 28
Table 2
Classification of Scores
No Score Grade Remark
I. 8-10 Excellent A
2. 6.6-7.9 Good B
3. 5.6-6.5 Fair C
4. 4-5.5 Poor D
5. 3-3.9 Fail E
Based on the classification of scores above, it can be divided into the high,
middle and low scores:
The high scores: 8-10
The middle scores: 5.6-7.9
The low scores: 3-5.5
To know the result of conditional sentence test, the Wliter shows the table as
follow:
28 Dr. Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan. (Jakarta: Bumi Aksara, 1995), p.251
Table 3
Students' Scores of Conditional Sentence Type I
No Students Score,
I. Student 14 10
2. Student 2 8.4
3. Student 4 8.4
4. Student 8 8.4
5. Student 9 8.4
6. Student 12 8.4
7. Student 24 8.4
8. Student 25 8.4
9. Student I 6.7
10. Student 3 6.7
11. Student 5 6.7
12. Student 6 6.7
13. Student IS 0.7
14. Student 20 6.7
IS. Student 22 6.7
16. Student 26 6.7
17. Student 27 6.7
18. Student 28 6.7
20
21
19. Student 7 5
20. Student 10 5
21. Student 11 5
22. Student 13 5
23. Student 16 5
24. Student 17 5
25. Student 18 5
26. Student 19 5
27. Student 23 5
28. Student 29 5
29. Student 21 3.4
30. Student 30 3.4
N=30 rX= 192.6
Mx=L:X
N
= 192.6
30
= 6.42
According to data above, it shows that the average score students of type I is 6.42. it
has a middle score.
Table 4
Students' Scores of Conditional Sentence Type II
No Students Score
I. Student 1 10
2. Student 5 10
3. Student 6 10
4. Student 10 10
5. Student 2 8.6
6. Student 3 8.6
7. Student 7 8.6
8. Student 8 8.6
9. Student 9 8.6
10. Student 21 8.6
11. Student 4 7.1
12. Student 11 7.1
13. Student 12 '7.1
14. Student 15 7.1
15. Student 17 7.1
16. Student 19 7.1
17. Student 23 7.1
18. Student 13 5.7
-~
22
Mx=L;X
N
= 268.5
30
=8.95
19. Student 14 5.7
20. Student 20 5.7S
21. Student 16 4.3
22. Student 18 4.3
23. Student 22 4.3
24. Student 25 4.3
25. Student 27 4.3
26. Student 26 2.8
27. Student 28 2.8
~~
28. Student 29 2.8
29. Student 24 1.4
30. Student 30 1.4
N-30 IX-268.5
23
The table above shows the average score students of type 2 is 8.95. It has a high
score.
TableS
Students' Scores of Conditional Sentence Type III
No Students Score
I. Student 3 10
2. Student 2 8.6
3. Student 4 7.1
4. Student 7 7.1
5. Student 13 7.1
6. Student 11 5.7
7. Student 5 4.3
8. Student 1 4.3
9. Student 6 4.3
10. Student 8 4.3
11. Student 10 4.3
12. Student 16 4.3
13. ~Jtudent 18 4.3
14. Student 9 2.8
15. Student 12 2.8
16. St'udent 15 2.8
17. Student 17 2.8
18. Student 22 2.8
24
Mx=,D;;
N
= 102.3
30
= 3.41
19. Student 24 2.8
20. Student 26 2.8
21. Student 14 104
22. Student 19 1.4
23. Student 20 104
24. Student 21 104
25. Student 28 1.4
26. Student 23 0
27. Student 25 0
28. Student 28 0
29. Student 29 0
30. Student 24 0
N=30 IX= 102.3
25
Th~ table above shows the average score students of type :I is 3041. It has a low
score.
Table 6
Students' Scores of Conditional Sentenccs Test
No Students Score
1. Student 2 8.5
2. Student 3 8.5
3. Student 4 7.5
4. Student 5 7
5. Student 6 7
6. Student 7 7
7. Student 8 7
8. Student 9 6.5
9. Student IO 6.5
10. Student I 6
II. Student 11 6
12. Student 12 6
13. Student 13 6
14. Student 14 5.5
15. . Student IS 5.5
16. Student 16 5
17. Student 17 5
18. Student 18 4.5
26
Mx=L:X
N
= 160
30
=5.3
19. Student 19 4.5
20. Student 20 4.5
21. Student 21 4.5
22. Student 22 4.5
23. Student 23 4
24. Student 24 4
25. Student 25 4
26. Student 26 4
27. Student 27 3.5
28. Student 28 3.5
29. Student 29 2.5
30. Student 30 1.5
N-30 IX= 160
27
The whole score of conditional sentence is 5.3. It includes a low score.
28
3. Data Interpretation
The writer gives data analysis and data intrepretation. According to Julian C.
Stanley, she said that "for analysis is worthless without intrepretation, and intrepretation
is inunposible without analysis"(Julian C. Stanley 1964, p. 319).29
The table shows that the average of students' scores in general is 5.3. For
conditional sentence type I, the average score is 6.4. For conditional sentence type II,
the average score is 8.95. the last, conditional sentence type III is 3.41. Although each
type has a high score, a middle score and a low score, but in general their score are
poor.
·)The students have problem in learning conditional sentence especially type IILIn
this case based on the result of interview , some students said that type III is very
difficult. According to them the formula of type III more difficult than the others. Many
of them don't memorise it. Beside that, the mastering of regular and irregular verb, the
meaning, less vocabulary and less exercises from the teacher make them not master
very well in conditional sentence especially in type III.
29 Drs. Wayan Nurkancana and Drs. P.P.N. SunaTtano, Evalua,; Pendidikan, (Surabaya: UsahaNasional, 1986), p. 113
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data interpretation above, their score are poor (5.3). The average of
students' scores in type I is 604, the average of students' scores in type II is 8,95 and the
average students' scores in type III is 3A I. So it can be concluded that type III is the
most difficult for the students to learn. Type nr has a low score (3AI). The formula, the
regular and irregular verb, the meaning, the less vocabulary and less exercises
influence the students in learning conditional sentence.
B. SUGGESTION
Based on the research, the writer would like to give some suggestions as
follows:
1. It is hoped that the teacher can explain the rule ofconditional sentence clearly, so the
students can understand well.
2. The teacher should give more exerc!ses to the students.
3. In learning conditional sentences, the tea.i;he, asks students to identify each type of
conditional sentence because it has different rule.
4. It is hoped that the teacher makes review ofconditional sentence, so the students
memorise formulas easier.
BIBLIOGRAPHY
Agnes, Michael, Webster's New World College DictionalY, Canada: Wiley Publishing,Inc., 2002
Alexander, L.G., Longman English Grammar, New York: Longman Publishing, 1988
Arikunto, Suharsimi, Dr., Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,1995, cel. Ke- II
Bloomfield, Leonard, language, London: Henderson and Spalding, 1950
Brown, H. Douglas, Principles of Language Learning and Teaching, New Jersey:Prentice Hall, Inc., 1987
Crow, D. Lester, and Alice Crow, Educational Psychology, New York: American BookCompany, 1958
Davis, Polly, English Structure in Focus, Cambridge: Newbury House Publishers, 1987
Frank, Marcella, Modern English: A Practical Reference Guide, New Jersey: PrenticeHall, 1972
Frank, Marcella, Modem English: Exercise for non-Native Speakers Part II: Sentencesand Complete Structures, New Jersey: Prentice Hall, 1972
Fromkin, and Rodman, an Introduction to Language, New York: Holt, Rinehart andWinston, Inc., 1974
Jung, John, Verbal Learning, New York: Holt, Rinehart and Winston, Inc., 1968
Master, Peter, English Grammar and Technical writing, Manila: Regional PrintingCenter of the U.S. Department of State, 2004
Merriam Webster's Collegiate Dictionary Massachusetts: Merriam-Webster Inc., 2003
Nurkancana, Wayan, Drs., and Drs. P.P.N. Sunartana, Evaluasi Pendidikan, Surabaya:
Usaha Nasional, 1986
31
Parrot, martin, Grammar for English Language Teachers, London: CambridgeUniversity Press, 2000
Pollock, Carroll Washington, Communicate What You Mean, New Jersey: Prentice Hall,Inc., 1982
Sudijono, Anas, Drs., Pengantar Statistik Pendidikan, Jakarta: PT Raja GrafndoPersada, 200 I, eel. Ke-I I
Taylor, Grant, Mastering American English, New york: Me Grow Hill Company, Inc.,1956
Thompson, AJ. and A.V. Martinet, A Practical English Grammar, New York: OxfordUniversity Press, 1986
Wishon, George. E and Julia M. Burks, Let's Write English, New York: LittonEducational Publishing, 1980
Appendix I
TEST INSTRUMENT
• Supply the correct form of the verb in parenthesis to complete the sentence!
_____ it so much.
I. If you (not understand) this math problem, I will explain it to
you.
2. Mr. Moore will give up teaching ifhe (not enjoy)
3. If Sarah (have) the money, she would have lent it to me.
4. If you studied harder, you (pass) your examinations.
5. We will take the train if the weather (be) very bad.
6. You would have been much better if you (take) a rest for several
_______ me, I could easily have given you the answer.
_------ me at once ifyou don't find the address.
_______ the headmaster of this school, I would change certain
days.
7. (Telephone)
8. If! (be)
thi:Jgs.
9. If you (<'nly.ask)
10. That student would get much higher marks ifshe (study) harder.
II. If there (be) any complaints, we would have heard about them.
12. Ifhe had attended classes more often, he (be) _
13. If you find any mistakes on the paper, (show)
teacher.
a better student.
_____ them to the
14. Ifyou are looking for Clara you (find) her upstairs.
15. If that man (work) harder, he could earn more money.
16. Ifyou had studied a little harder, you (pass) the test.
17. If you get lost in this city, (not hesitate) to ask policeman for
help.
18. If! only ((know) it my self, I would gladly tell you the answer.
19. I (lend) her money is she rally had needed it.
20. I would go fishing if it (not be raining) _
__________ GOOD LUCK! _
Appendix II
ANSWER KEY
1. Don't understand II. Had been
2. Didn't enjoy 12. Would had been
3. Had had 13. Show
4. Would pass 14. Will find
5. Is 15. Worked
6. Had taken 16. Would have passed
7. Telephone I7. Don't hesitate
8. Were 18. Knew
9. Only had asked 19. Would have lent
10. Studied 20. Were not raining
Appendix III
PANDOAN W AW ANCARA
1. Apa pendapat ({amo tentang pclajaran conditional sellltence?
Student 1: Biasa saja.
Student 2: Sufi/.
Student 3: Sulit.
Student 4: Mudah
Student 5: Sulit.
Student 6: Sulit.
Student 7: Mudah.
Student 8: Sulit.
Student 9: Biasa aja.
Student 10: Sufil.
2. Apakah kalian menemokan ({csulitan ketika mengerjakan conditional sentence?
Student I: Tidak
",tudent 2: ya
Student 3: ya
Student 4: Tidak
Sludent 5: ya
Student 6: ya
Student 7: tidak
Student 8: ya.
Student 9: Tidak.
Student 10: ya.
3. Faktor-faktor apa saja yang menyebabkan kalian mengalami kesulitan ketika
mempelajari atau mengerjakan conditional sentence?
Student I: lidak menguasai rumus dengan haik. Makanyajadi hingung kelika
mengerjakannya.
Student 2: lupa rumus, ga lau arli, lidak haJal kala kelja yang lidak heraluran dan
kurang lalihan
Student 3: kurang teliti dan tidak menguasai peruhahan kata
Student 5: kurang teliti dan kadang lidak lahu artinya.
Student 6: harus tau hell/uk kalimal, apakah presell/ atau past tense dll. Jadi harus tau
rumus, lumayan susah jadinya, apa lagi kalau ga ngerti arti kata
katannya, duh pusing. Jadi harus .'lgerli kasakalajuga pas peruhahan kata
kerja bell/uk 1 dan 2, kalau ga tau bablas semua.
Student 8: lidak haJal perubahan kala kelja dan tidak tau artinya.
Student 9: kurang kosakala.
Student IO:vocab dan peruhahan kala.
4. Conditional sentence memilki 3 tipe. Menurut kalian manakah yang sulit?
Student 1: lipe 3
Student 2: tipe 3
Student 3: ripe 3
Student 4: ripe 3
Student 5: ripe 2
Student 6: ripe 3
Student 7: ripe 2
Student 8: ripe 3
Student 9: ripe 2 dan 3
Student 10: ripe 3
NomorLampiran"Ial
IstimewaI (satu)Pengajuan Judul Skripsi
Ciputat,28 Agustus 2006
(epada Yth.(elua Jurusan)endidikan Bahasa Inggris)i-empat
Assalalllll'alaiklllll Wr. Wf,
Puji dan syukur kita panjatkan kehadirat Allah S\\T Salawat dan salam senantiasadicurahkan kepada Nabi Muhammad SAW, keluarga, sahabat dan para pengikutnya hinggaakhir zaman
Sehubungan dengan berakhirnya masa studi Program Strata I (S I) yang saya tempuh,maka saya yang bertanda tangan di bawah ini :
NamaNIMFakultasJurusan
Diah Choiriah102014023732I1mu Tarbiyah dall KeguruanPendidikan Bahasa Inggris
bermaksud mengajukan judul skripsi sebagaimana tertera di bawah ini :
"Problems in Learning Conditional Sentences for Senior High School Students"(A Case Study with the Third Year Students ofMA AL-IllKMAH Jakm'ta,
Academic Year 2006)
Sebagai bahan pertimbangan Bapak, bersama ini saya lampirkan :]. Outline2. Daftar kepustakaan sementara
Demikianlah judul skripsi 1111 saya ajukan, dengan harapan Bapak berkenanmenyetujuinya dan sekaligus menentukan dosen pembimbingnya.
Atas segala perhatian Bapak, saya ucapkan terima kasih.
Wassalalllll 'alaikllm Wr. Wf,
Mengetahui,
ahasa lnggris
TlJi_[)rs. asrull Mahmud, M.I'd\lIP 150041 070
DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DANKEGURUAN
anda Nomor 95, Ciputat 15412, Indonesia
NomoI' : ETn'L.02.2/ XlI2006Lamp. : 1l1Strlllllen Riset
, II a I : RISET/WAWANCARA
Kepada Yth.Kepala .. Nt).. .A.l~. Hff'tV),II-H....di-Tempat
AssalalJ1u 'alaikulJ1llT. wb.
Dengan hormat kami sampaikan bahwa,
Tetp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328
Email: [email protected]
Jakana, 27 Nopember 2006
Nama
NIM
Jurusan
Semester
Diah Choiriah
102014023732
Pendidikan Bahasa Inggris
IX ( sembilan)
Judul skripsi :" Prablem in learning cOlltional sentences/or senior high schoolstudents ( a case study with the trird year student 0/ MA - ..11- Hikmah JakartaAcademic Year 2006 ".
adalah benar mahasiswa Fakultas Jlmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mehgadakan penelitian (riset) diinstansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon bantuan Saudara terhadap mahasiswa tersebut dalammelaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu'alaikum wr. wb.
Tem!Jusan:I. Dekan flTK2. Ketua Jurusan ybs.3. Mahasiswa yang bersangkutan.
DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DANKEGURUAN
mcla Nomor 95, Ciputat 15412,lndonesiaTelp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328
Email: [email protected]
NomorLamp.I-! a 1
: ETffL.02.21 XII2006: Outline/Proposal: Permohonan Izin Penelitian
Kepada Yth.Kepala ....MA ...A.J.~ .f:lJ.fCMAl-fdi-Tempat
Assalamu 'alaikum WI'. wb.
Dengan hormat kami sampaikan bahwa.
Jakarta. 27 Nopember 2006
Nama
N 1M
Jurusan
Semester
Diah Choiriah
102014023732
Pendidikan Bahasa Inggris
IX ( sembilan)
Judul skripsi :" Problem in learning contional sentencesjor senior high schoolstudents ( a case study with the trird year student oj'MA. - AI- Hikmah JakartaAcademic Year 2006 ".
adalah benar mahasiswa FakuItas I1mu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan peneIitian di instansi/sekolahyang Saudara pimpin.
Untuk itu kami mohon Salldara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.
Atas perhatian dan bantuan Salldara, kami ucapkan terima kasih.
Wassalamu 'alaikum WI'. wb.
Tembuson:I. Dekan FITK2. Ketua Jurusan ybs.3. Mahasiswa yang bersangkutan.
DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Telp (62-21) 7443328, 7lJfJl925, Fax. (62-2l) 7443_\28
ja 1'-<0010r95, C.pulal 15412,Indonc1ia
N01110,. . 1:'1 ITI.02.1 I I X 1200(,I;,,"p. : ./hSlmksi/Ollllilli'/I "I : BIMBINC;\N SKRII'SI
I(epada 1'ib.Mas'tld Mada. M/\I)oscn I:akultas Ilmu Ta,.biyah dan J(cgunranI IN Sy;u'if Ilidayatullab .Iakarla
:/SSUIUlJ/lf 'alaiklllJl 1I'r. h'b.
Email; [email protected], IR Septcmber 200!)
Dengan ini dibarapkan kcsediaan Saudara untuk mcnjadi I'cmhimhll1g 1/11(malcri/tcknis) penulisan skripsi mahasiswa:
Nama : Diah Choiriah
N I !\!l 1020 I 4023 732
.IuP.isan/Prodi : l'endidikan Bahasa fnggris
.Iudul skripsi : Problcms in leaming conditional sentcnees I(ll' scuior high schoolstudents ( /\ Case Study With The Third Year Student OfM/\ /\1,· Ilikmah .Iakarta,Acadcmic Year 200()
.Judul lersebut tclah disetujui olch .Iurusan yang bersangkutan pada tanggal 13Septembcr 2006 dengan abslraksi/oulliue sebagaimana terlampir.
Ilimbingan diharapkan seJcsai dalam waktu 6 (enam) bulan dan dapal diperpanjanglagi selama 6 bulan berikutnya.
Alas perhatian Saudara, kami ucapkan terima kasih.
JFassu!({JJ}l! 'aluikul7l wr. wb.
'lllhUS(IIl:
Ikkan I·TlI'J( Clll;l JlJrllSall 'ihs.
,V1;l!I<1;';ISW'1 Yllll!" hCI'S<lllgkll!;lJl
MADRASAH ALIYAH AL-HIKMAliPROGRAM TERPADU
JI. Bangka II!24 Pela Mampang, Jakarta Selatan Telp. 71791605
Surat KeteranganNo. 012./SKIAliyah/IIl/2007
Yang bertanda tangan di bawah 'Ini , Kepala MA AI Hikmah menerangkan :
Nama Lengkap
NIM
. Jurysan
Semester
: Diah Choiriah
: 102014023732
: Pendidikan Bahasa Inggris
: IX ( Sembilan )
Adalah benar Mahasiswa Fakultas !Imu Tarbiyah dan I(eguruan UIN Jakarta yang
sedang menyusun skripsi, dan Telah mengadakan penelitian di Sekolah yang kami
pimpin pada tanggal 6 sId 10 Februari 2007 dengan judul " Some Problems in Learning
Conditional Sentences Encountered by Senior High School Students ( A Case Study at
the second year Students of MA. AI Hikmah Mampang Prapatan South Jakarta) ".
Demikian Surat Keterangan ini kami buat dengan sebenar-benarnya untuk dapat
dipergunakan sebagaimana mestinya.
Atas Perhatian dan Kerjasamanya kami ucapkan Terima Kasih.
MADRASAH ALIYAti AL-11IKMAtIPROGRAM TERPADU
.II, l3ongl(o 11/2£/ Palo MnnJlllllIM, .InlHII'tll SclnlLlIl Tell'. 71 791(j()5
Surat KeteranganNo.Oll/SK/Aliyah/III/2007
Yang· bertanda tangan di bawah ini , Kepala MA AI Hikmah menerangkan :
Na ma Lengkap
NIM
Jurusan
semester
: Diah Ciloiriah
: 102014023732
: Pendidikan Bahasa Inggris
: IX ( Sembilan )
Adalah benar Mahasiswa Fakultas I1mu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan Tela/) melakukan wawancara di Sekolah yang kami
pimpin dengan judul " Some Problems in Learning Conditional Sentences Encountered
by senior High SChool Students ( A Case Study at the Second year Students of MA. AI
Hikmah Mampang Prapatan South Jakarta) ".
Demikian Surat Keterangan ini kami buat dengan sebenar-benarnya untuk dapat
dipergunakan sebagaimana mestinya.
Atas Perhatian dan Kerjasamanya kami ucapkan Terima Kasih.