CHAPTER I

INTRODUCTION

This chapter presents and discusses about the background of the problem,
statement of the problem, objective of the study, significance of the study, scope
and limitation of the study, and definition of key terms.

1.1 Background of the Problem

The success of teaching and learning process is always expected by
teachers and students. The teacher wants his students to master as much as
possible what they have learnt at the time. In this case, the teachers must be
demanded to be more creative in the process of teaching and learning. They
are always expected to help and guide their students in solving and
anticipating their difficulties, so, the students are able to get maximum
capability they have. And also they can help improving and increasing the
ability of the students mastery in understanding the materials that have been
studied, so that, they are able to master well and intensively.
Concerning with English as a mean of communication all over the
world, it is also used as an international language. In Indonesia, English is
known as the first foreign language taught in Indonesia. It is started from
elementary school up to university because it is very important to develop
knowledge. And education in Indonesia, included in education curriculum
particularly for students of Junior High School (SMP/ MTs) and Senior High
1

School (SMA/ MA). But, in general, the students have found out many
difficulties in learning English especially in speaking, reading, writing and
listening.
From the above statements, this study will investigate the ability of the
students writing, especially in writing simple sentence of conditional
sentence. The researcher did pre-research at MA Muallimat NW Pancor in
the school year 2008/ 2009 for the eleventh grade when he leaded discussion
at English Speaking Club (ESC) of MA Muallimat NW Pancor. He gave a
test to the students. The test was multiple choices that consisted of 20 items
and had four options: a, b, c, and d. the test gave after he explained to the
students about conditional sentence detailly. After giving the test he analyzed
the student answers. He found some difficulties of the students in using
conditional sentence, especially in changing verb and putting the auxiliary
verb of conditional sentence type II and type III. Take an example: one of the
students answered:
I will come to your house tonight if I have spare time and she changed I
will come if I had spare time. The change of I will come to your house
tonight if I have spare time into type II is I would come to your house if I
had spare time Based on the result of the pre-research above, the researcher
states that the students still find many difficulties in learning and mastering
conditional sentence, because as it is known that structure or grammar of
Indonesian language is different from the structure of English, especially in
conditional sentence structure. In English, especially conditional sentence
2

structure among each type uses different tenses. In English, there are four
kinds of tense: present, past, future, and past future. And the past form is not
found in Indonesia. So, the students always make mistakes and errors in
writing simple sentence, especially conditional sentence. And this is the
reason why the researcher wants to investigate the students difficulties in
using conditional sentence.
In this case, based on the researcher pre-research above and survey,
eleventh grade students of MA Muallimat NW Pancor still find many
difficulties in using conditional sentence. It is caused by some factors. The
factors are the description of the teacher in teaching and learning process in
explaining the English material, especially conditional sentence is not so
detail and he or she just gave the students assignment without explaining the
material, especially about conditional sentence clearly and they were more
focus on the of reading text and assigning the students. So the students did not
care about what the conditional sentence is.
Meanwhile, according to Swan (1996: xxii) states that conditional
sentence is (1) a verb form by using the modal auxiliary would (also should in
the first person), e.g. I would run, she would sing, I should think, etc. (2) A
clause or sentence containing if (or a word with a similar meaning), and often
containing a conditional verb form. According to Azar (1941:389) states that
conditional sentence is contrary-to-fact sentence with an if-clause and a
result clause. According to Hariyono (2006:251-253) states that
conditional sentence is divided into three forms; conditional sentence type I
3

Future Possible or future conditional sentence, conditional type II present

unreal or present conditional sentence, and conditional sentence type III past
unreal or past conditional sentence.
Based on the phenomena, the researcher made up his mind to
investigate the difficulties in using conditional sentence for the eleventh grade
students of MA Muallimat NW Pancor in the school year 2009/ 2010. In this
study, he would find out the difficulties of the students in using conditional
sentence. Thus, he could discover the solution dealing with the way to solve
the students difficulties, in this case, in using conditional sentence.

1.2 Statement of the Problem

Based on the background of the problem above, conditional sentence
is very difficult to be understood by the students who speak Sasak language.
This study exposed the problems:
1. What are causes of the students difficulties in using conditional sentence
for the eleventh grade of MA Muallimat NW Pancor in the school year
2009/ 2010?
2. To what extent is the attainment level of students difficulties in using
conditional sentence for the eleventh grade of MA Muallimat NW Pancor
in the school year 2009/ 2010?

1.3 Objective of the Study

Based on the statement of the problems above, this study was aimed
at finding:
1. The causes of the students difficulties in using conditional sentence for
the eleventh grade of MA Muallimat NW Pancor in the school year 2009/
2010?
2. The attainment level of students difficulties in using conditional sentence
for the eleventh grade of MA Muallimat NW Pancor in the school year
2009/ 2010.

1.4 Significance of the Study

This study is expected to be of any use in the process of teaching and
learning theoretically and practically.
a. Theoretically
1. The results of this study are expected to be able to give the additional
information and contribution to develop the English teaching
curriculum in general.
2. The results of this study are expected to obtain the better ways of
teaching strategies that can be used to overcome the difficulties of
students in English learning, especially for teaching conditional
sentence.
3. The results of this study are able to be used as a reference for the next
researchers who are interested for further development of this matter
5

and to look for objective solution to overcome the students

difficulties.

b. Practically
1. The results of this study can be used by the principals to give the
training for the teachers especially for English in determining the
English teaching and learning strategy by looking at the dominant
difficulties of the students.
2. The results of this study are expected to be useful of the English
teachers, in general, and MA Muallimat NW Pancor English teachers
in particular. It can be a reference to plan the learning so that the aim
of English learning can be achieved optimally.
3. The results of this study are expected to be able to enrich the teachers
knowledge in English learning, especially for conditional sentence.

1.5 Scope and Limitation of the Study

The scope of this study concerned with the research subject and
object investigated.
a. Research subject
The research subject of this study was the eleventh grade students
of MA Muallimat NW Pancor in the school year 2009/ 2010.

b. Research object
The research object of this study was students difficulties in
using conditional sentence for the eleventh grade of MA Muallimat NW
Pancor in the school year 2009/ 2010.

1.6 Definition of Key Terms

Before going to further discussion of this research, the writer needs to
define some terms used. This is used to avoid misunderstanding on the side of
the readers and to provide the same framework of thought between the writer
and the reader. It is expected that misunderstanding and misinterpretation on
the side of the readers will be able to be avoid.
1. Conditional sentence is compound sentence that consists of the main
clause and subordinate clause that are connected by if-clause.
2. Difficulty is the quality of trouble or obstacle faced by the students in the
process of learning, especially in learning conditional sentence.

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents and discusses about the nature of teaching and
learning, conditional sentence; definition of conditional sentence, the types of
conditional sentence, the difficulties in using conditional sentence; the definition
of difficulty and the causes of difficulties in using conditional sentence, relevant
study and theoretical framework.

2.1 The Nature of Teaching and Learning

Before discussing about the nature of teaching and learning, it is quite
important to discuss about what learning is. According to Depdiknas (2005:
20) say that learning is the students concentrate activities like listening,
writing, discussing, and doing something. Meanwhile, according to Aqib
(2002: 41) says that learning is a form of grout and change of someone which
is stated in new behavior which is got from experience and treatment
Traditionally, learning is a process of adding and collecting some
knowledge. Based on the opinions above, it can be stated that learning is the
process of human itself.
By knowing the definition of learning, the nature of teaching and
learning can be interpreted by referring to some experts opinion. Teaching
and learning term is very popular in society life. The usage of the term itself
is usually found in terms about learning like: learn to read, learn to write,
8

learn to speak, learn to recite the holy Quran and the other one like in general
learning activity such as: learn to live autonomously, learn to appreciate time,
etc. According to Syah (1997: 34) says that teaching and learning is a process
of education before conducting it, it has been designed to achieve the aims
and to make easy in learning.
Suyatno (2004: 2) says that teaching and learning is a process of giving
or transferring knowledge to the students in order the students have capability
in doing something.
Based on the learning theory of the teaching and learning, Aqib (2002:
41) states about the definition of teaching and learning as follows:
1. Teaching is a process of hesitating culture to the young generation through
school education institute
2. Teaching is an effort of hesitating knowledge to the students the school
3. Teaching and learning is an effort and prepare the students to be good
citizen
4. Teaching and learning is a process of helping the students to face the
society daily life.
According to Jahja (2004: 49) states that in education, there are four
education sticks, these are:
1. Learning to know, it is based on the nature of knowledge applied (transfer
of learning);
2. Learning to do, it discusses about how to be active in learning, giving task,
resuming books, and other to develop human itself (active learning);
9

3. Learning to be, creating educated autonomous human by learning what

they can find themselves and happiness (joy of learning);
4. Learning of life together, human value of morality, religion which as a
foundation relationship between a person to another one.
Learning resources can be taken from any ways, the nature contents can
be as the resources for studying. According to Depdiknas (2005: 21) states
that based on the types of resources, learning can be differentiated as follows:
1. Learning resources by designing is the resources which are made by the
teaching to help the students in presenting lesson materials. This resource
is usually called as bahasa pembelajaran.
2. Learning resources by utilization is the exits resources in the nature or the
resources which is not designed especially for learning but they can be
used as learning resources, such as zoo, museum, film, etc.

2.2 Conditional Sentence

This sub-topic discusses about definition of conditional sentence and
the types of conditional sentence
2.2.1

The definitions of Conditional Sentence

According to Swan (1996: xxii) states that conditional sentence
is (1) a verb form made by using the modal auxiliary would (also
should in the first person), e.g. I would run; she would sing; I should
think. (2) A clause or sentence containing if (or a word with a similar
meaning), an often containing a conditional verb form, e.g. if you try,
10

you will understand, I should be surprised if she knows; what would

you have done if the train had been late? Furthermore, Swan (1996:
128) also states that conditional sentence is clauses constructed with if
(except in reported speech), e.g. if you think I am going to help you,
you are wrong; you would not have crashed if you had looked where
you were going. The word conditional is also sometimes used as a
name for verb forms constructed with the auxiliary verb should/
would (and sometimes could and might), e.g. I should/ would like to
use the computer for an hour or two; it would be nice if he would stop
talking for a bit.
According Azar (1941: 389) states that conditional is contraryto-fact sentences with an if-clause and result clause special verb
forms are used. The simple present tense is used to discuss a present
or future situation in an if-clause and would or could is used in the
result clause. Meanwhile, according to Hariyono (2006: 251) states
that conditional sentence is a form of compound sentence that consists
of main clause and sub-ordinate clause that connected by if-clause.
A clause is a group of words that has a subject and a verb, which is
used as a part of a sentence. A clause has two parts; those are
independent (main) clause and dependent (subordinate) clause. An
independent clause is a group of word that has a subject and a verb,
which is used a part of sentence but is grammatically independent and
can stand alone, e.g. I may declare my mayor now, but I can still
11

change it later; when the foreign students come to the united states,
they suffer from cultural shock; many students are having financial
problems because the cost of education has been rising rapidly.
While, a dependent clause is introduced with a subordinate such as
when, if, while, before, after and some other subordinate conjunction.
It is followed by a subject, verb, and complement. It cannot stand
alone because the subordinate signals need for an independent clause
to compete the meaning of the sentence, e.g. before my wife comes
if you leave your car unlocked when the semester was over
(Muhammad, 1997: 1-2)
According to Thomson and Martinet (1986: 197) state that
conditional sentences have two parts: the if-clause and the main
clause, e.g. in the sentence if it rain, I shall stay at home, if it rains
is the if-clause, and I shall stay at home is the main clause.

2.2.2

The Types of Conditional Sentences

Thomson and Martinet (1986: 197) state that there are three
kinds of conditional sentence. Each kind contains a different pair of
tenses. They are as follows:
2.2.2.1 Conditional Type I: Probable
This type is used to state an event or situation that will be
done or happened in the future if the condition is required.

12

Events or situations will be happened based on what the

conditions are required or not (Hariyono, 2006: 251).
In this type, the verb in the if-clause is in the present
tense, while the verb in the main clause is in the simple future.
It can be stated by formula:
If + simple present + simple future
Example:
-

I will come if I am not busy

He will visit his uncle if he goes to Jakarta

He will get there in time if he runs

If you pull her tail, the cat will scratch you.

This type of conditional sentence implies that the action

in the if-clause is quite probable. Note that the meaning here is

present or future, but the verb in the if-clause is in a present, not
a future tense. If + will/ would is only possible with certain
special meanings (Thomson and Martinet, 1986: 197).
Furthermore, Thomson and Martinet (1986: 197) also
state that conditional sentence has variations of the main clause
instead of if + present + future. They are as follows:

If + present + may/ might (possibility)

Example: if your documents are in order, you may/ can
leave at once (permission).

13

If + present + may (permission) or can (permission or

ability)
Example:
a. If your documents are in order, you may/ can leave at
once (permission).
b. If it stops snowing, we can go out (permission or ability).

If + present + must/ should or any expression of command,

request or advice.
Example:
- If you want to lose weight, you must/ should eat less bread.
- If you want to lose weight, you had better eat less bread.
- If you want to lose weight, please, eat less bread.
- If you see Nila tomorrow, could you ask him to ring me?

If + present + another present tense

If + two present tenses is used to express automatic or
habitual results.
Example:
a. If you heat ice, it turns to water. (Will turn is also
possible).
b. If there is a shortage of any product, prices of that
product go up.

14

When it is used to mean as/ since, variety of tenses can be

used in the main clauses while, variations of the if-clause
are as follows:
-

If + present continuous, to indicate a present action or a

future arrangement.
Example:
a. If you are waiting peter (present action) you had
better join

the queue.

b. If you are looking for Nila (present action) you will

find her upstairs.
c. If you are staying for another night (future
arrangement) I will ask the manager to give you a
better room.
-

If + present perfect
Example:
a. If you have finished your dinner, I will ask the waiter
for the bill.
b. If Nila has written the letter, I will post it.
c. If they have not seen the museum, we had better go
there today.

15

2.2.2.2 Conditional Sentence Type II: Improbable

According to Maba (2006: 131) states that conditional
sentences type II is used to state the events that mentioned in ifclause are contrast with the fact in the present. To make
sentence of conditional sentence type II uses the formula:
Main clause
Past future tense

if clause
simple past tense

Example: Nila would pass the exam if she studied hard,

If someone tried to blackmail me, I would tell the police.
(But, I do not expect that any try to blackmail me. The
meaning here is future).
According to Haryono (2006: 252) states that in this type
of conditional sentence, when subordinate cause is stated by
using to be, it uses were to all subjects. Example: I would
help you if I were not busy this times, Nila would come if she
were here.
There is no difference in time between the first and
second types of conditional sentences. Type II, like type I, 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 or
improbability (Thomson and Martinet, 1986: 198).
Furthermore, Thomson and Martinet (1986: 198-199) also
state that conditional sentence type II is used:

16

1. When the supposition is contrary to known facts.

Example:
a. If I lived near any office, I would be in time for work
(but, I do not live near my office).
b. If I were you, I would plant some frees round the house
(but I am not you).
2. When one does not expect the action in the if-clause to take
place
Example:
a. If a burglar came into my room at night, I would scream.
(But, I do not expect a burglar to come in).
b. If I dyed my hair blue, everyone would laugh at me. (But,
I do not intend to dye it).
3. Sometimes, rather confusingly, type II can be used as an
alternative to type I for perfectly possible plans and
suggestions
Example: will Mary be in time if she gets the ten buses?
No, but she would be in time if she got the nine-thirty bus or
no, but she will be in time if she gets the nine-thirty bus.
Conditional sentence type II has possible variations of
main clause and the if-clause. The possible variations of the
main clause are as follows:

17

1) Might or could may be used instead of would

Example:
- If you tried again, you would succeed (certain result).
- If you tried again you might succeed (possible result).
- If I known 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
Example: Peter is on holiday; he is touring Italy if I were on
holiday, I would/ might be touring Italy too.
3) If + past tense can be followed by another past tense when
one wishes to express automatic or habitual reactions in the
past
Example: if anyone interrupted him, he got angry
(whenever anyone interrupts him).
4) When it is used to mean as or since, a variety of tenses
is possible in the main clause. If + past tense here has a past
meaning. The sentence is not a true conditional
Example:
a. The pills made him dizzy. All of the same he bought/ has
bought/ is buying some more.

18

b. If they made him dizzy, why did he buy/ has he bought/ is

he buying more? (Thomson and Martinet, 1986: 199).
While, the variations of the if-clause are as follows
intended of if + simple past tense:
a. if + past continuous
Example:
- (we were going to by air and) I hate flying if we were
going by boat.
- I would feel much happier if my car was working; I would/
could drive you to the station.
b. if + past perfect
Example: if he had taken my advice, he would be a rich man
now.
(Thomson and Martinet, 1986: 199-200)

2.2.2.3 Conditional Sentence Type III: Impossible

This type of conditional sentence is used to state the
possibility of events or action that were happened in the past or
the events or conditions is contrast with the true fact in the past
(Hariyono, 2006: 252).
In this type, the verb in the if-clause is in past perfect
tense; the verb in the main clause is in the perfect conditional.

19

The time is past and the condition cannot be fulfilled because

the action in the if-clause did not happen.
Example: if I had known that you were coming, I would have
met you at the airport. (But, I did not know, so I did not come)
If Nila had tried to leave the country, she would have been
stopped at the frontier. (But, she did not try) (Thomson and
Martinet, 1986: 200)
Furthermore, Thomson and Martinet (1986: 200-201)
also state that there are variations of the basic from of
conditional sentence type III. They are as follows:
(a) Could or might may be used instead of would
Example:
If we had found him earlier, we could have saved his
life (ability).
If our documents had been in order, we could have left
at once (ability or permission).
(b) The continuous form of the perfect conditional may be used
Example: at the time of the accident, I was sitting in the
back of the car, because Toms little boy was sitting beside
him in front. If Toms boy had not been there, I would have
been sitting in front.

20

(c) It can use the past perfect continuous in the if-clause

Example: I was wearing a seat beat. If I had not been
wearing one, I would have been seriously injured.
(d) Had can be placed first and the if omitted
Example: if you had obeyed orders, this disaster would not
have happened had you obeyed orders, this disaster would
not have happened.

2.3 The Difficulties in Using Conditional Sentence

In this sub-topic discusses about definition of difficulty and the
causes of difficulties in using conditional sentence
2.3.1

Definition of Difficulty
According to Widodo and Ahmadi (2004: 77) states that
difficulties are all of the phenomena felt and faced by the students in
the process of teaching and learning. The difficulties are not only
caused by intelligence but also non-intelligence each of student has
difference, which can influence the difference of behavior in
following teaching and learning process. So, if the teachers give the
guiding to the students, they will understand the problem related with
the difficulties faced by the students.

21

2.3.2

The Causes of Difficulties in Using Conditional Sentence

There are two kinds of factors which cause the students
difficulties in using conditional sentence, particularly for Senior High
School Students, as follows:

2.3.2.1 Internal Factors

There are some internal factors that cause students
difficulties in teaching and learning process, especially conditional
sentence, namely:
2.3.2.1.1

Physiological factors
In general, physiological factors are the situations

or conditions of students that consists of students health,

which can help them in the process and the result of
students learning. They will face the difficulties if they get
illness because they will feel tired, sleepy, confuses, and
their focuses lose. It reduces the response of learning. And
their brain cannot work to process, to interpret, and to
organize the materials through their senses (Ahmadi and
Prasetya, 1997: 106).
Specifically, if the teacher does not give attention
for the students, the hearing of the students will lose. It can
appear the difficulties in receiving what the teacher teach
and the students will find out difficulties in learning,
especially in learning conditional sentence, because they
22

cannot process the stimulation of the teachers and friends. It

is caused with increasing the function of their sense
(Ahmadi and Prasetya, 1997: 107).

2.3.2.1.2

Psychological Factors
Basically, the condition of psychology of each

student is different, so the difference influences the process

and the results of learning (Ahmadi and Prasetya, 1997:
107). There are some factors of psychology that cause
difficulties in using conditional sentence, particularly for
senior high school students, namely:
2.3.2.1.2.1 Intelligence
According to Syah (1997) states that
intelligence is the ability of psychophysics of
human for receiving the stimulation by the certain
ways.
So, the intelligence is very important to
define the success of students in learning something
or English material, especially conditional sentence
or not. The intelligence of students can be measured
by using a certain thing. And the result of
measurement of intelligence is always stated with
statistic to show the comparison of intelligence. It is
23

called Intelligence Question (IQ) (Ahmadi and

Prasetya, 1997: 107).

2.3.2.1.2.2 Talent
Talent is an aptitude may be defined as
persons capacity, or hypothetical potential for
acquisition of a certain more or less well-defined
pattern of behavior involved in the performance of a
task respect to which the individual has had little or
no previous training (Michael in Huda, 2002).
While, Syah (1997) states that talent is the aptitude
of someone for reaching the success.
According Ahmadi and Prasetya (1997:
109) sates that talent is the basic potential or
capacity of humans. So, talent is so influence to the
process and the result of students learning. The
characteristic of talent men:
a. The ability to work independently
b. The ability to focus for long time
c. The selection of difficulty answering in solving
the problems
d. The ability to study the problem critically
e. The ability to do sensitivity about good and bad
24

f. Sensitivity to another person

g. Having great ideas
From the definition of talent above, it can be
concluded that talent is the capacity of the student
for receiving and understanding what the teachers
said in teaching and learning process, particularly in
receiving and learning of language. It can support
and stimulate the students to the material of the
teacher give quickly and fluently.

2.3.2.1.2.3 Interest
According to Syah (1997) states that interest is
the high ambition to something. Interest is not the
popular term in psychology that is influenced by
thought, willing, motivation, and need. Thus, interest is
so influential in the process and the result of English
learning as well. The students cannot success well in
learning English, especially in learning conditional
sentence if the students have no interest to study it.
Based on the above problem, the teachers must be able
to make the students to be interested of what the teacher
gives.

25

2.3.2.1.2.4 Motivation
Motivation is the condition of psychology, which
support the students in doing something (Ahmadi and
Prasetya, 1997: 109). While, according to Syah (1997)
states that motivation is as an internal situation of
organism for supporting someone in doing something
the extern motivation is the thing or the situation that
comes from the other stimulation (Ahmadi and
Prasetya, 1997: 110).

2.3.2.1.2.5 Cognitive
Cognitive factor is the ability of someone in
thinking (Ahmadi and Prasetya, 1997: 111). Thus, this
factor is the most factors that support the success of
students in following the process of teaching and
learning, particularly in the process of English learning.
By using this factor, the students can use conditional
sentence. Therefore, cognitive factor is the students
ability in thinking and remembering.

2.3.2.2 External Factors

There are some external factors discussed in this study,
they are as follows:
26

2.3.2.2.1

Parents
Here, parents are so influential in development of
children because they are the first providers who
introduce the education to the children. Parents may not
force their willing to the children, because their
ambitions are not the same as the childrens ambition. It
can appear the fail of development of the children in
English teaching and learning process (Ahmadi and
Prasetya, 1997: 105).

2.3.2.2.2

School factors
There are some school factors that influence the
success of learning and teaching process, especially
conditional sentence as follows:
1. Teachers
According to Widodo and Ahmadi (2004: 98)
state that in process of teaching and learning of
English, if the teacher cannot do the following
ways, the teaching and learning process of English
will appear the difficulty, namely:
a. The teacher is not qualified for talking methods
in transferring the material; this can create

27

difficulty or problem of the students in mastering

what they given, especially for English language.
b. The hard of the teacher can make the relation of
teacher and students are not good so the learning
process of English cannot run well.
c. The teacher is not able to give the explanation of
the subject. It can hinder the development of
students in learning process, particularly in
learning English.
Based on description above, the teacher has
task to support, guide, and give the learning
facilities to the students, so that, they can reach
what they want. And the teacher has the
responsibility to help the process of students
development. In explaining the materials, especially
English, the teacher must prepare the good method,
strategy and technique. So, the students understand
what the teacher explains. And if the students find
out the difficulties, the teacher must effort to give
the solution to overcome the students difficulties.

28

2. Tools of the School

According to Widodo and Ahmadi (2004: 90)
states that the tools are not complete making the
materials explanation that is not good, take for
example if the school has not laboratory, it is
difficult for the students to master English language.
It can hinder the development and success of
students as well.

3. Curriculums
The curriculums are not good if the material
is very high and not suitable with the ability of the
students. In can also cause the problems for the
students (Widodo and Ahmadi, 2004: 91).
From the statements above, it can be
concluded that the teachers, tools of the school and
curriculum are the unity of factors that cannot be a
parted. They support each other for making the
process of learning English become taking place
fluently and helping the students in understanding
and mastering the English materials, especially
conditional sentence.

29

2.3.2.2.3

Mother Tongue
The

sentence

of

target

language

shows

interference of mother tongue, and the analysis of

interference of the other sentences will come back to
mother tongue (Richards in Muhammad, 1997: 26).
From the above statements, mother tongue is the
first language gotten and used by the people to
communicate with other in environment. It is also
called as a certain language. The language is used by
mother to interact with her children since childhood.
Therefore, they find out the difficulties in learning and
mastering English, and then it hinders the success of the
process and the result of English learning, particularly
in learning conditional sentence.

2.3.2.2.4

Structure or Grammar
Structure of English is the grammar of the
language, while, the grammar is a system of rules for
English, take for example, it has the capability of
generating all the legitimate sentences of English and
no illegitimate ones. They can generate the sun is
shining, but not sun the shining is. One rule in English
states that for the and sun to form a verb phrase,
30

they must be ordered is shining and not shining is.

There are grammatical rules to deal with three major
aspects of language; phonology (the sounds and their
structure) syntax (the way words combine to form
sentences) and semantics (the meaning of words and
sentences) (Clark and Clark, 1977: 5).
Based on the opinion above, structure or grammar
is the rules of English language that must be learnt by
the students of English. If the students do not
understand about it, they will get difficulty in learning
and

mastering

English,

particularly

in

learning

conditional sentence.
As it is known that the grammatical system of
English is different from the grammatical system of
Sasak or Indonesian language. It causes the students get
difficulty

in

understanding

English

structure

or

grammar. Thus, the students are expected to learn and

master English structure or grammar, particularly
conditional sentence.

2.3.2.2.5

Vocabulary
English vocabulary has a remarkable range,
flexibility and adaptability. Thank to the periods of
31

contact with foreign languages and it readiness to coin

new word out of old elements; English seems to have
for more words in its core vocabulary than other
languages. For example, alongside kingly (from AngloSaxon), we find royal (from French) and regal (from
Latin). There are many such sets of word which add
greatly to the opportunities to express subtle shades of
meaning at various levels of style (McCarthy and
ODell, 2001: 2).
Thus, vocabulary is a group of word, which must
be memorized by the students of English used for
communicating with environment around. And the
students will not obtain the difficulties to express their
ideas. The vocabulary is the most important for the
success of the students in writing, yet, if the students
have wide vocabulary, they can explore what they want
directly and fluently.

2.4 Relevant Study

In this study discusses about the research that has relation with this
study. In this case, Muhammad research is one of the researchers that had
investigated about error analysis of English speaking in using simple past
tense for the second year of SMPN 1 Sikur in the school year 1996/ 1997.
32

Generally, this study investigated about the level of students error for the
second year for the second year students of SMPN 1 Sikur in learning four
parts of simple past tens. And specifically, the aims of this study are to
classify the kinds of error by monitoring the error made by the students as
basic for predicating the level of error, to predict the causes of error, and to
get solutions about the difficulties faced by the students in learning four parts
of simple past tenses. Furthermore, he designed 50 students of 200
populations that answered the test used in the study.
The result of this study showed that all of the second year students of
SMPN 1 Sikur found out many difficulties in learning and using simple past
tense, which are 60 % of verb II, 56 % of students got difficulty of did, 56 %
of students had difficulty of personal pronoun.
The relevant of Muhammads research and this study are; they have
one variable, and in Muhammads research tried to get solutions in
overcoming students difficulties in using simple past tense, while in this
study try finding out the students difficulties in using conditional sentence
and the solutions to overcome the difficulties of students in using conditional
sentence.

2.5 Theoretical Framework

There are some definitions about conditional sentence. According to
Swan (1996: xxii) states that conditional sentence is (1) A verb form made by
using the modal auxiliary would (also should in the first person), e.g. I would
33

run, she would sing; I should think. (2) A clause or sentence containing if (or
a word with similar meaning) and often containing a conditional verb form,
e.g. if you think I am going to help you, you are wrong, if you try you will
understand, etc. while, according to Hariyono (2006: 251) states that
conditional sentence is a form of compound word that consists of main clause
and sub-ordinate clause that connected with if-clause.
Based on the definitions above, the theoretical framework of this
study, as follows:
1. The subject must be learnt and mastered by the eleventh grade students of
MA Muallimat NW Pancor in learning conditional sentence
2. Conditional sentence teaching must be related with the curriculum. By
analyzing and mastering of curriculum materials, the teachers can know
what material will be taught to the students in teaching and learning the
aspects of conditional sentence
3. Besides, the teacher will know the method and technique used in teaching
of conditional sentence, so that, teaching is more effective. And the
teachers can find out the certain steps in teaching conditional sentence.
This, the aims of conditional teaching and learning can be reached
maximally.

34

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the discussion about research design, population and
sample of the study, instruments of the study, technique of data collection, and
technique of data analysis.
3.1 Research Design
Arikunto (2002: 72) states that if the research wants to know about
what, how, how many, how long of thing, it is classified into descriptive
approach. Furthermore, the study that has one variable is usually descriptive
non hypothesis research.
Based on the statement above, this study was categorized as
descriptive research, because this study has one variable namely students
difficulties in using conditional sentence. It was aimed at describing and
finding out the difficulties of the students in using conditional sentence.

3.2 Population and Sample of the Study

Here, the writer discusses about the population and sample of the
study because of the important things in any study.
3.2.1

Population of the Study

Here, the writer discusses about the population and sample of the

study because of the important things in any study.

35

3.2.2

Population of the Study

Population refers to the subject who will be observed.
Arikunto (2002: 108) states that population are the part of the research
area. According to Netra (1976) states that population is all number of
subjects of the study consist of human, things, animals, plants,
phenomena evaluation of tests, and resents as the source of data that
has certain characteristic in the study.
In this research, the population of this study were all the
eleventh grade students of MA Muallimat NW Pancor that consisted
of 264 students, which were divided into seven classes as presenting
in the following table:
Table 01: the population of the study

3.2.3

No
1

Class
XI IPS 1

Population of the study

40 students

XI IPS 2

38 students

XI IPS 3

39 students

XI IPA 1

34 students

XI IPA 2

38 students

XI BHS 1

37 students

XI BHS 2
Total

38 students
264 students

Sample of the Study

36

The population of study consists of seven (7) classes, so the

writer will take a part of them by using the sampling procedure. This
is called simple random sampling technique. All population has the
same opportunity as samples. This can be done if the characteristic of
population is homogeneous. In determining the sample by using this
system, Arikunto (2002: 112) states that if the population is more than
100, the researcher can take 10-15%, 20-25% or 50% or more than it.
The researcher refers to this theory by taking students only
15% from the total of population. The researcher used probability
sampling, which was 30 students were taken as sample of the study by
using simple random sampling. The sampling was taken randomly
from population. First, each of seven classes took lottery from pro
population, from the result of the calculation of seven classes sample
was drawn. To be clearer, the sample is listed in the following table:

Table 02: the sample of the study

37

No

Class

Population of the study

Sample of the study

XI IPS 1

40 students

XI IPS 2

38 students

XI IPS 3

39 students

XI IPA 1

34 students

XI IPA 2

38 students

XI BHS 1

37 students

XI BHS 2
Total

38 students
264 students

4
30 students

3.3 Instrument of the Study

In a research, the definition of instrument and method are different.
Arikunto (2002: 126) states that method of the study is the way that is used in
collecting data. Furthermore, she states that for the several methods, for
instrument often has the same methods.
In this study, the writer did interview to the English teacher and
students to get the descriptions about the causes of students difficulties in
using conditional sentence, particularly for the eleventh grade of MA
Muallimat NW Pancor and designed a test. It was absolutely important to get
scores of the students, so that, he knew the extent of students difficulties in
using conditional sentence.

In this case, the writer used multiple choice tests to measure the
students achievement and understanding about conditional sentence. It
38

consisted of 20 items and each item consisted of four options (a, b, c, and d).
In scoring the students work, the researcher coded the data of the students
worksheet by giving a new number to guarantee the objectivity of the scoring
and the researcher referred to the following criteria:
1. The 0 score assigns if the answer is wrong
2. The 1 score assigns if the answer is correct

3.3.1

Validity of the Instrument

The validity of a test is the extent to which it measures what is
supposed to measure (Heaton, 1989: 159). In this study, the validity of
the instrument is hoped to measure a validity of the test content. It is
valid if it is consulted with the content. It is valid if it is consulted
with the content validity. To know the content validity of the test, the
researcher consulted to experts judgment, handbook, curriculum and
worksheets of the student.

3.3.2

Reliability of the Instrument

Reliability is very important of a test to get reliable result of
measurement. Reliability is stability of test if it is used. A test is called
reliable if it is obtained the stable data or consistent if used to measure
a same test in other time or place. The reliability of a measuring
instrument is the degree of consistency with which it measures
whatever it is measuring (Arikunto, 2002: 154).
39

To examine the reliability of the instrument, the writer used

KR-2 formula, as follows:

K -1

r11

1-

M (k - M)

kVt

Note:
r11 = the reliability of the instrument
k = the number of test items
M = mean score
Vt = variance total
(Arikunto, 2002: 164)
To know whether the reliability of the test is very high, high,
average, low and very low, the researcher used the following standard:
80 1.00 = very high
80 - 79

= high

40 59

= average

20 39

= low

00 19

= very low
(Nurgiantoro, 1994: 393).

3.4 Technique of Data Collection

In collecting the data, the researcher did the following steps:
40

1.

The researcher interviewed the teachers of English and students to get

information about the factors which cause the students difficulties in

2.

using conditional sentence.

The researcher gave the explanation about conditional sentence before

3.
4.
5.

giving the test to the students.

The researcher gave the students questions and the answer sheets.
The students were asked to write their identity completely.
Before doing the test, the researcher talked the students to do the test

6.
7.
8.

carefully.
The researcher asked the students to do the test individually.
The students had to do the test ninety minutes.
The students asked the students to collect the answer sheets after

9.

finishing do the test.

After collecting the answer sheets, the researcher analyzed the test result.

3.5 Technique of Data Analysis

After gathering the data, the researcher continued to the next step of
analyzing the data. Data analysis in this study uses descriptive statistic. After
finding the ideal mean score (Mi) and the deviation standard (SDi) the test
results were described into three categories, as follows:

Mi + SDi

up to Mi + 3 SDi

= high

Mi SDi

up to <Mi + 1 SDi

= average

Mi 3 SDi

up to <Mi 1 SDi

= low

(Nurkencana and Sumartana, 1986: 55)

Based on the above procedures, first, the researcher gave the test of
conditional sentence. Second, the researcher described the causes and the
difficulties of the students in using conditional sentence.
41

Briefly, the researcher used some steps, as follows:

1. Giving the score toward the students answer
2. Counting the quantity of students score in using conditional sentence by
using the following formula:
P

JB
x 100%
BS

Note:
P
= percentage
JB
= the correct answer of individual score
BS
= the total number of item
3. Identifying and describing the causes and the students difficulties in using
conditional sentence.
4. Finding the students score in using conditional sentence.
To obtain the informations concern with the students attainment, this
study determined a table of percentage scale and qualification as follows:

Table 03: the percentage qualification of the study

No
1

Percentage
85 % - 100 %

Qualification
Very high

75 % - 84 %

High

60 % - 74 %

Average

40 % - 59 %

Low

0 % - 39 %
Very low
(Nurgiantoro, 1994: 393)
42

CHAPTER IV
RESEARCH RESULT AND DISCUSSION

In this chapter presents and discuses about the result of the study, which consist of
two sub-heading; data description and discussion.
4.1 Data Description
In this study there were two problems that have been stated on the
chapter I; the problems were what are the causes of the students difficulties in
43

using conditional sentence for the eleventh grade of MA Muallimat NW

Pancor in the school year 2009/ 2010? And to what extent is the attainment
level of the students difficulties in using conditional sentence for the eleventh
grade of MA Muallimat NW Pancor in the school year 2009/ 2010?
Then, in this sub heading the researcher describes the answer of those
problems. However, before answering the problems, the writer merges the
problem into two aspects i.e. the causes and the level of the difficulties of the
eleventh grade students of MA Muallimat NW Pancor in using conditional
sentence. Then, the criteria that have been stated on the chapter III are the
criteria of the both aspects as well. Furthermore, merging og the problems into
aspects is aimed at facilitating the writer in scoring and analyzing the data.
Based on the description above, after gathering the data, the writer
gave three criteria for measuring and knowing two what extent is the difficulty
of the eleventh grade students of MA Muallimat NW Pancor in using
conditional sentence; the criteria are high, average, and low.
After the scores were classified for the difficulty of the eleventh grade
students of MA Muallimat NW Pancor in using conditional sentence, the
researcher found 17 students who got high score. It meant that there were
52 % of them got the high level. Furthermore, there were 10 students got
average level; it meant that there were 46.67 % of the students who made
average level. Moreover, there were 3 students who made low criteria; it
meant that there were 15.55 % of them made the low level (see appendix 07).

44

On the other hand, for the percentage of the success of the students in
using conditional sentence, the writer found 3 students who got very high
criteria; the score was about 22-23 and the percentage was about 88 %-92 %,
it meant that there were 6.67 % of them who got very high criteria.
Furthermore, there were 4 students who got high criteria; the score was about
19 and the percentage was about 76%, it meant that there were 8.89 % of tem
made the high qualification, 17 who got the sufficient criteria; the score was
about 15-18 and the percentage was about 60%-72 %, it meant that there were
37.77 % of them made sufficient qualification. Next, there were 12 students
who got the low qualification; the score was about 10-14, and the percentage
was about 40 %-56 %, it meant that there were 26.67 % of the students made
the low qualification. The last, there were 9 students who got very low criteria;
the score was about 6-9 and the percentage was about 24 %-36 %, it meant
that there were 20.0 % of them made the very low qualification (see appendix
06).
After the score was classified, the researcher calculated the mean score
of the entire students and it was found out that the mean score were 14.24 (see
appendix 05). It means that the student difficulty in using condition sentence
was in the average category (it was based on the criteria which was used). It
was supported by the case that the number of the students who got the high
criteria was 17 students, 10 students got average, and 3 students got low.

4.2 Discussion
45

In this sub heading, the writer presents about the answer of the
problems, which have been stated on the statement of the problem of this
study. The problems were what are the causes of the students difficulties in
using conditional sentence for the eleventh grade of MA Muallimat NW
Pancor in the school year 2009/ 2010? And to what extent is the attainment
level of the students difficulties in using conditional sentence for the eleventh
grade of MA Muallimat NW Pancor in the school year 2009/ 2010?

4.2.1 The Causes of the Students Difficulty in Using Conditional Sentence

In learning of language, there are may factors whish can help the
students to master the target language, in this English. But, the factors can
also create problems or difficulties for the students in learning language. In
this case, the students who have learnt certain language could relate with
their knowledge when they learn new language by generalizing the
linguistics system of the language. And language transfer can also create
the difficulties to the students of language. For instance, the students who
their native language is Indonesian language will get trouble or difficulty
in using conditional sentence. Thus, they must transfer Indonesian
language pattern into English pattern.
Based on the results of the interview, the difficulties of the students
in using conditional sentence were caused by some factors.
Firstly, parents of the students seldom did not pay attention to the
children learning and do not care about what the children did, especially in
46

learning and mastering English, particularly in learning and mastering

conditional sentence. Take an example; a child often absence or a child
often run away from the school, it is caused by there was no parents
attention to the education of the children, even though some of the
students parents cared and paid attention to their education and learning,
especially English.
Secondly, syllabus of English is not pressed to the structure of
English itself, but it focuses on the genres of the text. This can cause the
less of students attention toward the English structure itself, particularly
for conditional sentence. And the lack of the knowledge of the students in
English, especially about conditional sentence was caused by the
minimum of the references or book, in this case references or books that
discuss about grammar, especially about conditional sentence that they
have at MA Muallimat NW Pancor thus, they often made mistake and
error in using conditional sentence. It is because the students ever leant
English; especially conditional sentence in detail and the teacher assigned
the students without giving the explanations in detail about the material
was learnt.
And the last, there is no interest from the students in learning
English. They stated that English is too difficult to be studied and
mastered, because she or he confused to pronounce and understand it.
Those problems caused students got the difficulties in using conditional
sentence, because as we shall se that the interest is so essential for getting
47

the success in learning language, especially English. Take for the example,
if the students have no the interest in learning English, particularly
conditional sentence, it can make problems for them when the process of
learning of English, especially conditional sentence take place.

4.2.2 The attainment level of the Students Difficulty in Using Conditional

Sentence
The student ability in using conditional sentence of eleventh grade
students of MA Muallimat NW Pancor in the school year 2009/ 2010
was calculated.
The ideal maximum score is 20 and the ideal minimal score is 0.
From the description above, the ideal mean score (Mi) = x (20+0) =
12.5 and the ideal standard deviation (SDi) = 1/6 (25-0) = 4.16.

Mi

SDi

up to Mi

3 SDi = high

12.5 +

1 (4.16)

up to 12.5

3 (4.16)

12.5 +

4.16

up to 12.5

12.48

16.66

Mi

up to

25

SDi

up to <Mi

12.5 -

4.16

up to < 12.5 +

1 (4.16)

12.5 -

4.16

up to < 12.5 +

4.16

48

1 SDi = average

Mi

8.34

up to

< 16.66

3 SDi up to <Mi

1 SDi = low

12.5 -

3 (4.16) up to < 12.5 -

1 (4.16)

12.5 -

12.5

4.16

up to <12.5 up to

8.43

Based on the data analysis, for the success of the students in using
conditional sentence were 50 % of them (17 students) got the high
criteria, 47 % of them (10 students) got the average criteria, and 3 % of
them (3 students) got the low criteria. Based on the data analysis, the
difficulties of the students in using conditional sentence in the school
year 2009/ 2010 were in average criteria.

CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents and discusses about the conclusion and the
suggestion of the study. The conclusion e\was drawn on the discussion presented
in the previous chapter, while the suggestion was put forwarded the conclusion.
5.1 Conclusion
Based on the discussion on the previous chapter, this study can be
concluded that as follows:
49

1. the results of the interview and questioner indicated that the whole of the
eleventh grade of MA Muallimat NW Pancor in the school year 2009/
2010 still find difficulties in using conditional sentence, especially in
putting the auxiliary verb and changing type I into type II and type III.
2. The level of the difficulties made by the eleventh grade of MA Muallimat
NW Pancor in the school year 2009/ 2010 in using conditional sentence
was in the average level. It was proved by 50 % of them (17 students) got
high level, 47 % of them (10 students) got the average level, and 3 % of
them (3 students) got the low level. And it was supported by the students
means score were 64.96.

5.2 Suggestion
Based on the conclusion above, it was clear that the difficulty of the students
in using conditional sentence of the eleventh grade of MA Muallimat NW
Pancor in the school year 2009/ 2010 were average level. Therefore, it is
suggested to:
1. The eleventh grade of MA Muallimat NW Pancor in the school year 2009/
2010 to study hard and much, the structure or grammar of English,
especially conditional sentence by asking, discussing the teacher, friends,
and at English club that are at the school, paying much attention to the
teacher explanations, and keeping to practice the English skill to get
comprehension and ability in mastering English, and also when the teacher

50

give the task, the students must do the task and practice the materials have
been thought.
2.

the English teachers of the eleventh grade of MA Muallimat NW Pancor

in the school year 2009/ 2010 intensively teach the students in
understanding the theories and the concepts of the English structure or
grammar, especially conditional sentence well, directly or indirectly, check
how far the students understand the materials given, continuously improve
themselves in finding and applying the suitable and interesting technique
for pursuing the determined objective of teaching learning process.

3. the headmaster of MA Muallimat NW Pancor is expected to give some

motivation and suggestion to the students and the English teacher
concerning with the improving of the understanding in using conditional
sentence.

REFERENCE
Ahmadi, Abu and Prasetya, Joko Tri. 1997. Strategi Belajar Mengajar (SBM).
Bandung: CV. Pustaka Setia.
Aqib, Zainal. 2002. Profesionalisme Guru dalam Pembelajaran. Surabaya: Insan
Cendikia.
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: PT. Rineka Cipta.
Azar, Betty Shrampfer. 1941. Fundamentals of English grammar. New Jersey:
Regent Prentie Hall. Englewood Cliffs.
Clark, Herbert and Clark, Eve. 1997. Psychology and Language: An Introduction
to Psycholinguistics. USA: Harcout Brace Joranovich, Inc.
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Depdiknas. 2005. Materi Pelatihan Terintegrasi Bahasa Inggris, Penelitian

Tindakan Kelas; Landasan Teoritis Pendidikan Bahasa Inggris, Sistematika
Kurikulum Bahasa Inggris, Pengembangan Silabus, Media Pembelajaran
Bahasa Inggris, dan Penilaian Pembelajaran Bahasa Inggris. Jakarta:
Depdiknas.
Haryono, Rudy. 2006. Serious English for Serious Students. Surabaya: Gita Media
Press.
Heaton, J.B. 1989. Writing English Language Test. New York: Longman Group
UK Limited.
Huda, Nurul. 2002. Hubungan Antara Pola Asuh Orang Tua dalam Keluarga
dengan Kesulitan Belajar Siswa SMUN 2 Mataram. Mataram: IKIP
Mataram S.1 Thesis Un-Published.
Jahja, Yuridik. 2004. Wawasan Kependidikan. Mataram. Depdiknas
Maba, Gufron. 2006. Practical Guiding To Mastering English Grammar.
Surabaya: Terbit Terang.
McCarthy, Michael and ODell, Felicity. 2001. English Vocabulary in Use.
Jakarta: Erlangga.
Muhammad. 1997. Paragraph Writing. Selong. STKIP Hamzanwadi Selong.
Muhammad. 1997. Error Analysis of English Speaking in Using Simple Past
Tense for the Second Year Of SMPN 1 Sikur in The School year 1996/ 1997.
Selong. STKIP Hamzanwadi Selong S-1 Thesis Un-Published.
Netra, Ida Bagus. 1976. Statistik Inferensial. Udayana: FKIP Udayana Press.
Nurkencana, Wayan and Sumartana. 1986. Evaluasi Pendidikan. Surabaya: Usaha
Nasional.
Nurgiantoro, Burhan. 1994. Penilaian Dalam Pengajaran Bahasa dan Sastra.
Yogyakarta: BPFE-Yogyakarta.
Swan, Michael. 1996. Practical English Usage. New York. Oxford University
Press.
Suyatno. 2004. Teknik Pembelajaran Bahasa dan Sastra. Surabaya: SIC.
Syah, Muhibbin. 1997. Psikologi Pendidikan dengan Pendekatan Baru. Bandung:
Remaja Rosdakarya.
Thomson, A.J. and Martinet, A.V. 1986. A Practical English Grammar. New
York. Oxford University Press.
52

Widodo, Supriyono and Ahmadi, Abu. 2004. Psikologi Belajar. Jakarta: PT.
Rineka Cipta.

Appendix 01
The instrument of the study
Instructions:
Write down your identity on the answer sheet
Answer each item carefully and individually
Choose a, b, c, or d as the best answer for each item
1. may be I will have enough time tonight. If I have enough time tonight, Ia
letter to my cousin.
a. have been written
c. wrote
b. will write
d. would write
2. I am not going to buy a car. If Ia car, I will drive to spring next month to
visit my friends.
a. bought
c. would have bought
b. will buy
d. buy
53

3. what would you like to do tonight? Do you want to go to movie? If you want
to go to movie, Iwith you.
a. went
c. will go
b. would go
d. would have gone
4. The weather is terrible today. But, if the weather, Ifor a walk.
a. are, will go
c. are, would have gone
b. is, would go
d. is, will go
5. If I ha had enough money, I would have bough a ticket.
a. I did not have enough money
c. I do not have enough money
b. I have not had enough money
d. I will not have enough money
6. It was cold yesterday
b. If it is not cold today, I will go
swimming
c.If it were not cold yesterday, I
would go swimming

d. If itd not been cod yesterday, Id

have gone swimming
e.If it wasnt cold yesterday, Id go
swimming

7. Intan did not study for the test.

a. If she studies for the test, she c. If she had studied for the test, she
will pass it
would have passed it
b. If she studied for the test, she d. If she study for the test, she will
would pass it
pass it

8. Nila does not come to my party.

a. If she comes to my party, she c. If she had come to my party, she
will meet her old friend
would have met her old friend
b. If she come to my party, she d. If she came to my party, she would
will meet her old friend
meet her old friend
9. I did not feel good yesterday. If I had felt better, I come to class yesterday.
a. will
c. had
b. would
d. would have
10. I am sorry that you did not come to the party. If you come, youhad a good
time.
a. will, will
c. had, had
b. had, would have
d. do not, will

54

11. I did not now that Yulee was sick yesterday. If I that she was sick, I her
some medicines.
a. know, will take
c. had known, would have
b. knew, would take
taken
d. knows, will take
12. I am tired. If I tired, I you.
a. am not, will help
c. had not been, would
b. were not, would help
have helped
d. was not, would help
13. If you to the post office, please this letter for me.
a. went, mailed
c. go, mail
b. had gone, went
d. goes, mail
14. If the doctor morning hours, he can visit his patients in the hospital in the
afternoon.
a. will has
c. would have had
b. would has
d. does not have
15. I do not have the time so I am not going to the beach with you.
a. If I have the time, I will go to c. If I has the time, I will go to the
the beach with you
beach with you
b. If I had the time, I would go to d. If I had had the time, I would had
the beach with you
gone to the beach with you
16. Nila would have the house, if she the right buyer.
a. sold, had found
c. has sold, have found
b. sells, find
d. sell, find
17. Please, me if you the news from Nila.
a. called, heard
c. calls, hear
b. will cal, hear
d. call, hear
18. Nila speaks very quickly so you cannot understand her.
a. If she does not speak very c. If she speaks slowly, you can
quickly, you can understand her
understand her
b. If she did not speak very d. If she had not spoken very quickly,
quickly, you could understand
you could understand her
her
19. I your love if you were a handsome man.
a. will accept
c. had accepted
b. would accept
d. would have accepted
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20. Nila will be angry if you are there. The change of this sentence into
conditional sentence type II is
a. she would be angry if you were c. she would not have been angry if
there
you were there
b. she would have been angry if d. you were not there so, she was not
you had been there
angry if

Appendix 03
Key Answers
1. b
2. d
3. c
4. d
5. a
6. c
7. c
8. d
9. d
10. b

11. c
12. b
13. c
14. d
15. b
16. a
17. d
18. b
19. b
20. a

56