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PAGE OF APPROVAL

This is to certify the S-1 thesis of AHMAD JANUARDI has been approved by
the thesis advisors for further approved by the Board of S-1 Thesis Examiners.

Pancor,.2010
Advisor I,

SAEFUL BAHRI, S. Pd., M. Hum.


NIS. 330 312 1248

Pancor,..2010
Advisor II,

MUHAMMAD HUSNU, S. Pd.


NIS. 330 312 1497

Acknowledged by
The head of English Language
Study Program in Education,

BAIQ RISMARINI NURSALY, M. Hum.


NIS.330 312 1210

PAGE OF APPROVAL
This is to certify the S-1 thesis of AHMAD JANUARDI has been approved by
the Board of S-1 Thesis Examiners as the requirement for the S-1 Degree in
English language study program in education.

Pancor,.2010
Board of Examiners

AHMAD ZAMZAM, S. Pd., M. Hum.


NIS. 330 312 1303

Chairman,

SAEFUL BAHRI, S. Pd., M. Hum.


NIS. 330 312 1248

Member,

MUHAMMAD HUSNU, S. Pd.


NIS. 330 312 1497

Member,

Acknowledged by
The head of STKIP HAMZANWADI Selong,

Drs. H. MUH. SURUII, M. Pd.


NIS.331 302 1012
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ABSTRACT
Januardi, Ahmad. 2010. A Study on the Students Difficulty in Using
Conditional Sentence for the Eleventh Grade of MA Muallimat NW
Pancor in the School Year 2010-2011. S-1 thesis. Hamzanwadi College
of Teacher Training And Education at Selong. Department of Language
and Art in Education. Study Program of English Language in Education
2010. Advisors: (1) Saeful Bahri, S. Pd., M. Hum. (2) M. Husnu, S. Pd
Key Words : Students Difficulty, Conditional Sentence
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 Swan (1996: xxii). 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
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.
This study is an attempt to discover the causes of students difficulties in using
conditional sentence faced by the eleventh grade of MA Muallimat NW Pancor in
the school year 2010/ 2011. It is intended to analyze two questions of this were
formulated (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
2010/ 2011? And (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 2010/ 2011?
This study was a descriptive quantitative research. The target population of this
study were the whole students of the eleventh grade of MA Muallimat NW
Pancor in the school year 2010/ 2011. The numbers of accessible population of
this study were 246 students. For avoiding the trouble to the researcher himself,
he designed 30 students or 30 % from the accessible population as the sample of
the study for answering the test of conditional sentence. Then, the researcher
looked for the students difficulties in using conditional sentence and analyzed
their scores descriptively.
To answer the causes of the students difficulties in using conditional sentence, the
researcher did interview to the teachers of English and the students of the eleventh
grade. And for knowing the students attainment level of students difficulties in
using conditional sentence, he designed the multiple choice test that consisted 20
items and four option ((a, b, c, and d).
The result of the study shown and proved that: there were 17 students got high
level, and 10 students got average level, and 3 students got low level. Based on
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the description above, the result of the analysis indicated that the students of MA
Muallimat NW Pancor still found out many difficulties in using conditional
sentence. These difficulties were mostly caused by Interlingua and intralingua.

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ABSTRAKSI

ACKNOWLEDGEMENT
The writer would like to state his gratitude to Allah SWT, the Almighty,
for the blessing, so that, this proposal could be finished, even it is still far from
what it is really hoped.
The writer would like to express great thanks and indebted to:
1. Saeful Bahri, S. Pd., M. Hum. as the first advisor who has given precious time,
guidance, and assistance to help the writer, even he has been very busy with his
work.
2. M. Husnu, S. Pd. as the second advisor who has also given much guidance,
help, and support to the writer in finishing this proposal.
3. The Head Master and the teacher of English of MA Muallimat NW Pancor
who helped the writer in the process of conducting the research.
4. the eleventh grade of MA Muallimat NW Pancor in the school year 2010/ 2011
as the subjects of the research who have involved actively and seriously in the
classroom for this research.
Finally, the writer also would like to express his gratitude and appreciate to his
beloved parents sisters, brothers, families, and all friends help the writer for their
continual supports and help in providing time and literatures and giving some
valuables for the sake of this thesis completeness.

Pancor,2010
Writer

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Dedication
This thesis is dedicated to:
1. My beloved parents (Fauzi and Mustimah), my brother and sister
(Juniati, Sukamdhani, and Nurhidayah Fauzi ), and my
relatives.
2. My teachers: Mahesa Kurung Al-mukarramah ; Sayyid

Al-Habib Faridlol Attros Al-kindhy Al-Asyari


(Gubes), Abi Lalu Haswendi, Abi Lalu Pihiruddin, Abi
Hendra, Abi Khazmi, Abi Mawardi, Abi Trisna, dan TGH. Muhsin
Harits, QH.
3. All of my best friends: UKM English Speaking Club (ESC)

STKIP

Hamzanwadi

selong

(Habibaturrohmah,

Muh. Kaharudin, Muhammad Ramli, Sri Wahyuliani, Sri


Wahyuliani, Jawahir Intan Hairul Saminah, Nilawati
Kusuma, Reni Pajriana, Rabiatun Adawiyah, Bq. Uswatun
Aini, Zainul Yasni, Suhaemi, Hulniati, Hima Andari, Restiawan,
Irwan Rahadi, Arsita Familiya, Rina Herawati, Nurhayati,
Jumaidi, M. Saufian Sauri, Hasan Basri, Ema Erlianingsih,
Maulana Misni, Ardianti Rukmana, mualidiatul Layli R., Dewi
Purnama

S.,

Husniati,

Hulniati,

dan

Nurul

Ijjati), UKM

Pramuka Racana STKIP Hamzanwadi Selong


(Husain, Nurul Wahidah, Halimatussakdiyah, Bq. Nurhidayati,
Diaul Anwar, Alfan Mursidin, Sapriadi, Nurlaili Fajri, S.Pd.,
Hasan Basri, Hasan , Nirawati, Neni, dan Opick), Asrama

ASKAB NW Pancor (Zainuddin, Siti Khadijah, Siti Zohrah,


Muliadi Sapoan, Halimatussadiyah B, Saddam Husain, Muh.
Saparudin, Bq. Sri Wardatul Jannah,
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Kusmiyanti, Nur Aini,

Rabiatun Adawiyah, Fitriani, Halimatussadiyah J, Hosnam


Irawan,

Suani

and

Omnia),

Mahesa

Kurung

Al-

Mukarramah (Azizudin Fahri, Jamalul Lail, Sunardi, M.


Andrian Kudratulloh, and Muhammad Said).

Motto
Apabila

engkau

tidak

dapat

melakukan

sesuatu dengan raga mu maka laklukan ia


denga jiwa mu karena gerakan jiwa tidak
memeliki batas ruang dan waktu (Sayyid AlHabib
(Gubes

Faridlol Attros Al-kindhy Al-Asyari


perguruan

Mahesa

Kurung

Al-

Mukarramah)
Tulus ikhlas bhakti, Abdi Illahi bersama restu
IDA dan ridlo Alloh Mencapai Syurga

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TABLE OF CONTENTS
Page of Title x
Page of Approval i
Abstract
Abstraksi.
Acknowledgement ii
Dedication.
Motto.
Table of Contents... iii
CHAPTER I INTRODUCTION
1.1 Background of the Problem.................................................................... 1
1.2 Statement of the Problem....................................................................... 3
1.3 Objectives of the Study........................................................................... 4
1.4 Significance of the Study........................................................................ 4
1.5 Scope and Limitation of the Study......................................................... 6
1.6 Definition of Key Terms......................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Nature of Teaching and Learning.................................................. 7
2.2 Conditional Sentence............................................................................ 9
2.2.1

Definition of Conditional sentence............................................. 9

2.2.2

The Types of Conditional sentence............................................. 11

2.2.2.1 Conditional Sentence Type 1: probable.................................... 12


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2.2.2.2 Conditional Sentence Type 2: improbable................................ 15


2.2.2.3 Conditional Sentence Type 3: impossible................................. 18
2.3 The Difficulties in Using Conditional sentence.................................... 19
2.3.1

Definitions of Difficulty............................................................. 19

2.3.2

The Causes of Difficulties in Using Conditional Sentence........ 20

2.3.2.1 Internal Factors......................................................................... 21


2.3.2.1.1

Physiological Factors................................................ 21

2.3.2.1.2

Psychological Factors............................................... 22

2.3.2.1.2.1 Intelligence............................................................. 22
2.3.2.1.2.2 Talent...................................................................... 23
2.3.2.1.2.3 Interest.................................................................... 24
2.3.2.1.2.4 Motivation.............................................................. 24
2.3.2.1.2.5 Cognitive................................................................ 25
2.3.2.2 External Factor......................................................................... 25
2.3.2.2.1

Parents...................................................................... 25

2.3.2.2.2

School Factors.......................................................... 26

2.3.2.2.3

Mother Tongue.......................................................... 28

2.3.2.2.4

Structure or Grammar............................................... 29

2.3.2.2.5

Vocabulary................................................................ 30

2.4 Relevant Study...................................................................................... 31


2.5 Theoretical Framework......................................................................... 32
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design................................................................................... 34
3.2 Population and Sample of the Study..................................................... 34
3.2.1

Population of the Study.............................................................. 34

3.2.2

Sample of the Study.................................................................... 35

3.3 Instrument of the Study........................................................................ 37


3.3.1

Validity of the Instrument........................................................... 38

3.3.2

Reliability of the Instrument....................................................... 38

3.4 Technique of Data Collection............................................................... 39


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3.5 Technique of Data Analysis.................................................................. 40


CHAPTER IV RESEARCH RESULT AND DISCUSSIION
4.1 Data Description.
4.2 Discussion...
4.2.1 The causes of the students difficulties in
Using Conditional sentence
4.2.2 the attainment level of the Students
Difficulties in Using Conditional sentence..
Reference............................................................................................................ 42
Appendices

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