AN ANALYSIS OF STUDENTS’ ERRORS IN USING ADJECTIVE CLAUSES (A Case Study in the Second Year Students of Madrasah Aliyah Cijeruk)

A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers Training In partial fulfillment of the requirements For the degree of S.Pd. (Bachelor of Arts) in English Language Education

By: AHMAD SYARIF 107014000306

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND ENGLISH TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2011

ABSTRACT Syarif, Ahmad. 2011, An Analysis of Student’s Errors in using Adjective Clauses, Skripsi, English Education Department, The Fakulty of Tarbiya and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. Nasrun Mahmud, M.Pd. The aim of this study is to know the students‟ errors in using adjective clauses at the second year students of MAN Cijeruk and to discuss them in this „skripsi‟. The method of this reseach was Error Analysis. Meanwhile, the sample were by using random sampling technique. The total sample was 31 students. The data were collected through test and interview. The data were collected and were analyzed by using Statistical Analysis and Descriptive Analysis. Statistical Analysis used to find out the students‟ outcome percentage while the Descriptive Analysis was to explain and describe the students achievements based on the calculation through tabulation in the tables. The findings of this research are as follows, the mastery of second year students (class XI-IPA 2) in grammar especially in using adjective clauses was low. The average of the form test type is 52.26% and the average of the function test type is 44.52%. In addition, most of the students made error on „whom‟ with the average of error is 82.80%. On the other hand, the lowest one is on „who‟ with the average of error is 30.11%. Therefore, the average score of students in class XI-IPA is 50.94. Based on the findings above, it can be concluded that the student should increase and alter their motivation, learning styles, and interest and the teacher should pay more attention on teaching adjective clauses.

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ABSTRAK Syarif, Ahmad. 2011, Analisis Kesalahan siswa didalam menggunakan Klausa Adjective, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu tarbiyah dan keguruan. Universitas Islam Negeri Syarif Hidayatullah Jakarta Pembimbing: Drs. Nasrun Mahmud, M.Pd. Penelitian ini bertujuan mengetahui tingkat kesalahan siswa dalam menggunakan klausa adjektiva dikelas XI-IPA MAN Cijeruk. Metode yang digunakan dalam penelitian ini adalah Error Analysis. Sementara itu, pemilihan sampel menggunakan teknik sampel acak yang berjumlah 31 siswa. Data dikumpulkan dengan menggunakan tes dan interviu. Selanjutnya, data yang terkumpul dianalisis dengan menggunakan analisis statistik dan analisis deskriptif. Analisis statistik digunakan untuk menemukan presentasi siswa sedangkan analisis deskriptif menjelaskan dan menggambarkan ketercapaian siswa berdasarkan perhitungan melalui tabel. Hasil penelitian ini sebagai berikut. (1) Kemampuan siswa kelas kelas XI-IPA di dalam tatabahasa (grammar) terutama dalam menggunakan klausa adjektiva pada level yang rendah. (2) Hasil dari tiap-tiap jenis tes, berjumlah 52.26% dan yang mencakup tes bentuk mencapai 44.52%. Sementara itu, tingkat kesalahan yang paling banyak yaitu dalam penggunaan pronomina tidak tentu “whom” (rata-rata 82.80%). Sedangkan penggunaan pronomina tidak tentu yang paling sedikit tingkat kesalahannya adalah pronomina tidak tentu “who” (rata-rata 30.11%). Selanjutnya, nilai rata-rata siswa dikelas XI-IPA adalah 50.94. Berdasarkan temuan tersebut, dapat disimpulkan bahwa siswa sebaiknya mengubah gaya belajar, meningkatkan motivasi, dan minat belajar dan guru sebaiknya lebih memerhatikan dalam mengajar klausa adjektiva.

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ACKNOWLEDGEMENTS

We praise You, Allah, who asks us to the right direction and given the writer helps, abundant mercies, and guidance so that he could complete this “skripsi.” We also bear witness that Muhammad is His messenger. May peace and blessing be upon him, his families, his companions, and to all his followers. In doing this “skripsi”, the writer is absolutely conscious that in working it was helped by some people either in materiality or in spirituality. The writer also would like to express his greatest honor to his beloved parents. H. Utir Sutirja, his father. Hj. Siti Su‟aibah, his mother; who have given him the things either materiality or spirituality so that he could finish his study. He would like to express the whole family who have given him the motivation and suggestion to finish this “skripsi.” The writer does not forget to express his appreciation and gratitude to his advisor, Drs. Nasrun Mahmud, M.Pd. for his great motivation, advice, and sincerity in guiding his to carry out this work from the beginning to the ending. The writer also whishes to express acknowledgement and deep gratitude to: 1. Drs. Syauki, M.Pd. the Head of English Department. 2. Neneng Sunengsih, S.Pd. the Secretary of English Department. 3. All lecturers of English Department who have educated and taught him well during his study in Syarif Hidayatullah State Islamic University, Jakarta. 4. Prof. Dr. Nurlena Rifai, M.A. the Dean of the Faculty of Tarbiya and Teachers‟ Training, Syarif Hidayatullah State Islamic University, Jakarta. 5. All his friends and all the students who have given inspiration to finish this “skripsi.” Finally, may this “skripsi” be useful to the reader generally, and for the writer particularly although this “skripsi” is far from being perfect. He receives the constructive critics and suggestion from everyone who read this “skripsi.” May Allah bless our wishes. Amin ya Allah ya Rabbal Alamin. Ciputat, 22 November 2011 The Writer

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TABLE OF CONTENT ABSTRACT ......................................................................................................... i ABSTRAK . .......................................................................................................... ii ACKNOWLEDGEMENT... ............................................................................... iii TABLE OF CONTENTS .................................................................................... iv LIST OF TABLES. .............................................................................................. vi

CHAPTER I INTRODUCTION A. Background of the Study. ........................................................ 1 B. Limitation of the Study............................................................ 4 C. Formulation of the Study......................................................... 5 D. Use of the Study ...................................................................... 5 E. Method of the Study ................................................................ 5 F. Organization of Writing .......................................................... 5 CHAPTER II THEORETICAL FRAMEWORK A. Errors 1. The Definition of Error ....................................................... 7 2. The Sources of Error ........................................................... 8 3. The Types of Error . ............................................................ 10 4. How to Correct Error . ........................................................ 13 B. Adjective Clauses 1. The Definition of Adjective Clauses ................................... 13 2. The Types of Adjective Clauses ......................................... 15 3. The Difficulties in Learning Adjective Clauses .................. 19 4. The Usage of Adjective Clauses ......................................... 21 C. The Factors of Difficulties 1. Internal Factor . ................................................................... 31 2. External Factor . .................................................................. 33

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CHAPTER III RESEACH METHODOLOGY A. Place and Time of the research . ......................................... 35 B. Population and Sample........................................................ 36 C. Techniques of Data collecting............................................. 36 D. Techniques of data Analysis ............................................... 38

CHAPTER IV

FINDINGS AND DISCUSSIONS A. Findings . ............................................................................. 40 B. Discussions ......................................................................... 46

CHAPTER IV : CONCLUSION AND SUGGESTION A. Conclusions ......................................................................... 48 B. Suggestions ......................................................................... 49

BIBLIOGRAPHY APPENDICES

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LIST OF TABLES

Table 3.1

Relative Pronouns and the number of each items

Table 3.2

The Number of Adjective Clauses Function

Table 3.3

The Number of Adjectie Clauses Form

Table 4.1

The Average of the Frequency of Error in Adjective Clauses Function

Table 4.2

The Frequency of Error in adjective Clauses Form

Table 4.3

The Average of Students‟ Score

Table 4.4

The Internal and External Factor Causing the Students‟ difficulties

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“Don’t feel well be hold by earth so that you get trouble, but let the earth in your hand self that you can make shake it”.

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CHAPTER I INTRODUCTION

A. Background of the Study In this modern era, the technology and science make the central of life. Both can do something easily. How to use and develop the technology and science definitely needs good human resource quality that is supported by mastering an international language, namely English. The role of English gives the ease to understand many information in this world. Without mastering English, people will get the problems understanding it both written and spoken. First, by mastering written English, they will be able to read many information that is in the books, magazines, newspapers, novels, etc. Second, by having speaking skill, they can express their idea, thought, or feeling. Therefore, the Indonesian government has decided that English should be taught at school in order to create the best generations who can develop the science and technology. Indonesian government agree with the one of the purposes of Indonesia law 1945 where it is broken down into the law of Indonesia republic number 20, 2003 about the national education system which stated, “Undang-Undang RI Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, dinyatakan bahwa Tujuan Pendidikan Nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan bangsa dan bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat berilmu, cakap, kreatif, mandiri, dan menjadi warga Negara yang demokratis serta bertanggung jawab”1 (The national education aim

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Undang-undang Republik Indonesia Nomor 20 Tahun 2003 ”Sistem Pendidikan Nasional,” dari http://www.inherent-dikti.net/files/sisdiknas.pdf, 30 Juli 2011.

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is increasing the competency and character along with grade nation civilization to educate the nation and having to develop the students competency in order to be the faithful and god-fearing human being of God, have noble moral, health, educated, capable, creative, autonomous, and become the democracy civilization as well as good responsible). In addition, the explanation of national education system becomes the aim of curriculum in Indonesia. Besides, this curriculum contains the competence standard and based competence that becomes the base when the teachers make a lesson plan. Based on the curriculum, the teachers know which is the limitation when they teach in the class. Learning English in the class includes the language skills which are divided into two kinds, namely receptive and productive skills. The receptive skills are listening and reading. Therefore, the productive skills are speaking and writing. If the language skills are learnt well, the students will have good English. However, in learning English, the students are taught also the language competences, one of which is grammar. Grammar has an essential role in mastering English. It is the study about how to make words into ideas. As Hans P. Guth said that grammar is the system by which words combine to convey ideas and information. In addition, the study of grammar can help a writer make appropriate and mature use of the resources of the language.2 In learning grammar, a clause is the part that occures frequently in the English book such textbook. “A clause may be defined in the same way as a sentence. It is full predication that contains a subject and a predicate with a finite verb. There are two kinds of clauses; independent and dependent. The independent clause is a full predication that may stand alone as a sentence; the dependent clause has a special introductory word that makes the predication

2

Hans P. Guth, Concise English Handbook, (USA: Wadsworth Publishing Company, Inc., 1969), Second Edition, p. 1.

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„depend‟ on an independent clause.”3 Therefore, based on functions, it is divided into three dependent clauses. One of them that should be taught by an English teacher of senior high school is about adjective clauses. Betty Azar said that “it is a dependent clause that modifies a noun. Likewise, it has two kinds, namely restrictive and nonrestrictive clauses.”

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Nevertheless, when the students learn it,

they face the problems which are caused by the lack of knowledge in grammar especially in adjective clauses. For mastering it, the students need the comprehension about the relative pronouns that describe a noun or pronoun. Commonly, the relative pronouns are who, whom, whose, that, and which. In order to clear this difficulties in learning an adjective clause, here the writer would like to show some common mistakes that students often make when they use relative pronouns. As Michael Swan gives the examples of typical mistakes in adjective clause as follows: - There‟s the man who he teaches me the guitar. - I don‟t like people which lose their temper easily. - I think you should stay faithful to the person whom you are married to.5 These sentences are definitely wrong. The first sentence is wrong because the clause is added „he‟ as though it is an adjective clause as object yet its function as subject that does not use „he‟ after the relative pronoun „who‟. The second sentence is definitely wrong because the student don‟t know the function of relative pronoun which when the antecedent of person is used in this sentence. „Who‟ is used instead „of which‟. And the last it is definitely wrong because the students use informal language. The function of relative pronoun as object of preposition does not put the preposition in the end of the sentence but before relative pronoun. The correct sentence: 3

Marcella Frank, Modern English: A Practical Reference Guide, (Englewood Cliffs: Prentice-Hall, Inc., 1992), p. 222. 4 Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, Inc., 1992), p. 238. 5 Michael Swam, Practical English Usage, (Oxford: Oxford University Press, 1982), p. 522.

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- There‟s the man who teaches me the guitar. - I don‟t like people who lose their temper easily. - I think you should stay faithful to the person to whom you are married. The students‟ difficulties at school can be various. One of them is the learning attitude in the class that is different so that there are some students who can receive the lesson easily and the other can not. Thus, their source difficulties occur while they are receiving the lesson. As M. Alisuf Sabri said that the students‟ difficulty here should be defined as an hardship of students in receiving the lesson at school. Thus these learning difficulties occur while they are following the lesson.6 Commonly, the factors that cause the difficulty in learning consist of two kinds. The first is the student internal factor; the conditions that are inside the students themselves. The second is the student external factor; the conditions that are outside the student themselves.7 In this case, the writer is interested in analyzing the student‟s errors in using adjective clauses with the paper entitled “An Analysis of Students‟ Errors in Using Adjective Clauses” (A Case Study in the Second Year Students of MAN 4 Cijeruk Bogor). The reason why the writer chooses this title because there are many students who still get difficulty in learning adjective clauses. By knowing these difficulties that are analyzed by the writer, it can help English teachers about how to teach an adjective clause.

B. Limitation of the Study In order to avoid misunderstanding in interpreting the problem. The writer limits the problem in this “skripsi” only in the student‟s difficulties in learning

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M. Alisuf Sabri, Psikologi Pendidikan, (Jakarta: CV. Pedoman Jaya Ilmu, 2007), p. 88, (Translated by writer). 7 Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, (Bandung: PT Remaja Rosdakarya, 2007), p. 173, (Translated by writer).

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adjective clauses especially in

relative pronouns as subordinate conjugation.

These relative pronouns are: who, whom, whose, that, and which, that should be taught in the second grade of senior high school.

C. Formulation of the Study Based on the statement above the writer would like to formulate the problems as follows: 1. What are the errors faced by the students in using adjective clauses? 2. Why do the students face such difficulties in using adjective clauses? D. Use of the Study This Paper is intended to find out the errors faced by the second year students of MAN 4 Cijeruk Bogor, to analyze the reason why the students face the difficulties in using adjective clause, to enlarge the writer‟s knowledge in their grammar especially in using relative pronoun as subordinate conjugation in adjective clauses. The writer expects that this paper will be useful for himself, English teachers and everybody who pay attention to learn English may take advantages from this study. In addition, it is also to fulfill one of the requirements of English Department of Syarif Hidayatullah State Islamic University Jakarta. E. Method of the Study The method that is used in this study is analysis descriptive method carried by data that are found through library research as the base of theoretic and field research. In field research, the writer collects and researches immediately to the location of research in order to find the data needed in this research. As well, they are analyzed by quantitative and presentation. The field research is conducted at MAN Cijeruk Bogor. The writer observes some difficulties and errors found by the second year students in using adjective clauses and analyzes them.

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F. Organization of the Writing This paper is systematically divided into five chapters. The following is a brief description about what each chapter contains. Chapter I is introduction containing background of the study, limitation of the study, method of the study and organization of writing. Chapter II discusses about theoretical framework and consists of three parts. Part A explains about errors which cover the definition of error, the sources of error, the types of error and how to improve error. Part B explains about adjective clauses which cover the definition, the types, the usage, and the difficulties in learning adjective clauses. Part C explains about the factor of students‟ difficulties which cover the internal and external factor. Chapter III presents reseach methodology. It consists of place and time of the research, population and sample, techniques of data collecting, and techniques of data analysis. Chapter IV presents research finding. It consists of findings and discussion. Finally, chapter V presents conclusion and suggestion. It is the analysis to answer the formulation of problem. Moreover, suggestion that writer takes.

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CHAPTER II THEORETICAL FRAMEWORK

A. Errors 1. The Definition of Error According to Brown errors are part of the student‟s interlingua, that is the version of the language which a learner has at any one stages of development, and which is continually reshaped as he or she aims toward full mastery.1 Therefore, Dullay stated that error is the flawed side of learner speech or writing. Those are part of conversation or composition that deviates from some selected norm of mature language performance.2 The writer tries to concludes that error is a part of foreign language learning process that is made by the students

caused by their lack of

comprehending in the target language rules. When the students learn about target language, they make plenty of error. It is natural part of language acquisition process. How to know the students‟ errors are needed the error analysis. According to David Crystal, error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a language, especially foreign language.3 Moreover, Sharma stated that error analysis is defined as a process based on analysis of learners‟ error with one clear objective; evolving a suitable and effective teaching learning strategy and remedial measure necessary in certain clearly marked out areas of the foreign language.4 1

Jeremy Harmer, Principle of Language Learning and Teaching, (New York: Prentice Hall Regents). P, 170. 2 Heidi Dullay, et/al., Language Two, (New York: Oxford University Press), p. 139. 3 David Crystal, An encyclopedic Dictionary of Language and Languages, (Oxford: Blackwell, 1992), p. 125. 4 S. K. Sharma, Error Analysis: Why and How?, English Teaching Forum, (April, 1982), p. 21.

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From the explanation above, the writer concludes that the error analysis is the study of linguistic that gives a way to teachers about how to correct the students‟ errors in order to improve the effectiveness of their teaching learning. 2. The Sources of Error Corder

identified

three

sources

of

errors:

Language

Transfer,

Overgeneration or analogy, and Methods or Materials used in the Teaching.5 Besides, Richards and Simpson exposed seven sources of errors: a. Language Transfer, to which one third of the deviant sentences from second language learners could be attributed b. Intralingual interference, where Richards exposes four types and causes for intralingual errors: 1). Overgeneration. It is associated with redundancy reduction. It covers instances where the learner creates a deviant structure on the basis of his experience of other structures in the target language. It may be the result of learner reducing his linguistic burden. 2). Ignorance of rule restrictions: i.e. applying rules to contexts to which they do not apply. 3). Sociolinguistic situation: motivation (instrumental or integrative) and settings for language learning (compound or co-ordinate bilingualism) may affect second language learning. 4). Modality: modality of exposure to the TL an modality of production. 5). Age: learning capacities vary with age. 6). Successions of approximative systems: since the circumstances of language learning vary form a person to another, so does the acquisition of new lexical, phonologica, and syntactic items. 7). Universal hierarchy of difficulty: this factor has received little attention in the literature of second language acquisition. It is concerned with the inherent difficulty for man of certain phonological, syntactic, or

5

S. Pit Corder, Technique in Applied Linguistic, (Oxford: Oxford University Press, 1972), p. 139.

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semantic items or structures. Some forms may be inherently difficult to learn no matter what the background of the learner. Therefore, James exposed two main diagnosis-based categories of error: a.

Interlingual Endorgon stated that Interlingual transfer is a significant source for

languange learners. Besides cased on the dictionary of Languange Teaching and Applied Linguistic (1992) defines interlingual errors as being the result of languange transfer, which is caused by the learners first language transfer. Error analysis does not regard them as the persistence of old habits, but rather as signs that the learner is internalizing and investigating the system of the new language. Interlingual errors may occur at different levels such as transfer of phonological, morphological, grammatical and lexica-semantic elements of the native language into target language.

b.

Intralingual Intralingual errors result from faulty or partial learning of the target

language rather than language transfer. They may be caused by the influence of one target language item upon another. For example, learners attempt to use two tense markers at the same time in one sentence since they have not mastered the language yet. When they say : “He is comes here”, it is because the singularity of the third person requires “is” in present continous, and “-s” at the end of a verb in simple present tense. In short, it occur as a result of learners‟ attempt to build up concepts and hypotheses about the target language from their limited experience with it.6

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Endorgan, Contribution of Error Analysis to Foreign Language Teaching, (Mersin University Journal of the Faculty of Education: Vol.1, Issue 2, 2005). pp, 265 -266.

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According to James, the area of intralingual as follows: 1). Learning strategy-based errors: false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection (monitor overuse), and overgeneralization or system simplification 2). Communication strategy-based errors: circumlocution (expressing the concept indirectly, by allusion rather than by direct reference). 3). Induced errors: they result more than from the classroom situation than from either the student‟s incomplete competence in English grammar (intralingual errors) or first language interference (intralingual errors): material induced errors, teacher-talk induced errors, exercise-based induced errors, errors induced by pedagogical priorities, and look-up errors.7

3. The Types of Error Dulay and Burtand Krashen in lengthy consideration of Errors described three major types of taxonomy, 1. Error Types based on linguistic category, 2. Surface strategy Taxonomy, 3. Error Types based on comparative Taxonomy. 8 In this research, the writer classifies the students‟ error based on the surface strategy taxonomy. The surface strategy taxonomy highlight the ways surface structures are altered. Learner may omit necessary items (omission), or add unnecessary ones (additions), they may deform items (selection) or disorder them (disordering). a. Omission Omission errors are characterized by the absence of an item that must appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morphemes are omitted more than others. For example omission of to be: Mary the president of the new company.

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Carl James, Errors in Language Learning and Use, (New York: Longman, 1998), p. 89. Heidi Dullay, Language…, p. 146

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b. Addition Addition errors are the opposite of omissions. They are characterized by the presence of an item which must not appear in a well-formed utterance. It usually occur in the later stages of L2 acquisition, when the learner has already acquired some target language rules. In fact, addition errors result from the alltoo-faithful use of certain rules. For example in Syntax: The London. in morphology: The books is here. c. Double Marking Many addition errors are more accurately described as the failure to delete certain items which are required in some linguistic constructions, but not in others. For example in past tense error: She didn‟t went/goed. in present tense: He doesn‟t eats.

d. Regularization A rule typically applies to applies to a class of linguistic items, such as the class of main verbs or the class of nouns. In most languages, however, some members of a class are exceptions to the rule. For example, the verb eat does not become eated, but ate; the noun sheep is also sheep in the plural, not sheeps. e. Simple Addition Errors are the “grab bag” subcategory of additions. If an addition error is not a double marking nor a regularization, it is called a simple addition. Not particular features characterize simple additions other than those that characterize all addition errors-the use of an item which should not appear in a well-formed utterance, Simple addition errors observed in both L1 and L2 child speech. For example in preposition: in over here. in 3rd person singular-s: The fishes doesn‟t live in the water.

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f. Misformation Misformation errors are characterized by the use of the wrong form of the morpheme or structure. While in omission errors the item is not supplied at all, in misformation errors the learner supplies something, although it is incorrect. For example: The dog eated the chicken. In a past tense marker was supplied by the learner; it was just not the right one. As in the case of additions, misformations are usually not random. Thus far, three types of misformations have been frequently reported in the literature: 1. Regularizations, 2. Archi-forms; and 3. Alternating forms. 1. Regularization Errors Regularization Errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in runned for ran. For example in the regulalarization errors in the misformation category observed in Chilld L2 production: Linguistic Item Misformed

Example

Reflexive Pronoun

Hisself (himself)

Regular Past

Gooses (geese)

2. Archi-form The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. We have called the form selected by the learner an archid-form. For example, a learner may temporary select just one of the English demonstratives this, that, these, and those, to do the work for several of them: That dog That dogs For this learner, that is the archi-demonstrative adjective representing the entire class of demonstrative adjective.

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3. Alternating Forms. As the learner‟s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. Thus, we see for demonstratives: Those dog This cats

g. Misordering Misordering are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example, in the utterance: He is all the time late. (all the time is misordered)

4. How to Correct Errors Ellis and Hubbard et al., gave practical advice and provided clear examples of how to identify and analyze learners‟ errors. The initial step requires the selection of a corpus of languange followed by the identification of errors. The errors are then classified. The next step, after giving a grammatical analysis of each error, demands an explanation of different types of errors. Moreover, Gass and Selinker identified 6 steps followed in conducting an error analysis: Collecting data, identifying errors, Classifying errors, Quantifying errors, Analyzing source of error, and Remediating for errors.9

B. Adjective Clauses 1. The Definition Of Adjective Clauses To know adjective clause is essential because in the English text book, magazines, newspaper, and the other frequently use the adjective clauses. There are many experts who state the definition of adjective clause. As Wren and Martin said that adjective clause is a group of words which contains a subject and a predicate of its own, and does the work of an adjective.10 On the other words, it is 9

Heidi Dullay, Language…, pp. 150 -163. Wren and Martin, High school…, p. 264.

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also called relative clause. As Evelyn P. Altenberg and Robert M. Vago said that a relative clause (adjective clause) is a kind of dependent clause; it provides additional information about a noun phrase in the main clause.11 In addition, Rodney Huddleston and Geoffrey K. Pullum said that a relative clause is a special kind of subordinate clause whose primary function is as modifier to a noun or nominal.12 Adjective clauses, like adjectives, are used to describe a noun. As George E Wishon stated that an adjective clause is a dependent clause used as an adjective; it modifies a noun or a pronoun. These clauses are introduced by two different kinds of words which always occur just after the noun that the clause modifies.13 From the definitions explained by the expert above, the writer can take summary that adjective clauses are a group of words that function for explaining a noun or pronoun preceded either describing or giving information whose position is as a subject, object and possessive. According to S.H Burton, adjective clauses have their own subject and predicate, but their function is to qualify a noun, pronoun or noun equivalent in another clause.14 Similarly, the adjective clause is also called relative clause used to form one sentence from two separate sentences. The relative pronoun replaces one of two identical noun phrases and relates the clauses to each other.15 We use relative pronouns to join two statements that refer to the

person or thing.

Commonly, the relative pronouns that refer to person or thing are who, whom, which, that, and whose. For examples: - I don‟t like people who lose their tempers easily.

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Evelyn P. Altenberg and Robert M.Vago, English Grammar, (USA: Cambridge University Press, 2010), p. 121. 12 Rodney Huddleston and Geoffrey K. Pullum, A Student’s Introduction to English Grammar, (USA: Cambridge University Press, 2010), p. 183. 13 George E. Wishon and Julia M. Burks, Let’s Write…, p. 165. 14 Burton, Mastering English…, p. 94. 15 Danny R. Cryssco, English Grammar Practice for TOEFL Preparation Test, (Jakarta: Puspa Swara, 2002), (4th Ed.), p. 174.

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- Mexico City, which has a population of over 10 million, is probably the fastest growing city in the world.16 From definitions above, the writer concludes that adjective clause is a clause which modifies or describes noun or pronoun as antecedent that uses relative pronouns or relative adverbs as subordinator conjugation

describing

people and thing whose position as subject, object, and possessive.

2. The Types of Adjective Clauses There are two types of adjective clauses; They are restrictive and non restrictive clauses. As Homer C. House and Susan Emolyn Harman said that adjective clauses, when analyzed as to the particular way in which they modify nouns and pronouns, may be classed as restrictive and nonrestrictive. Thus there are the distinguish between them as follows: a.

Restrictive Clauses They have the function to limit or identify. As Robert M. Gorrell and

Chalton Laird said that when modifiers limit closely, especially when they supply the information that identifies or distinguishes subject or complement, they are called restrictive.17 Restrictive clauses help identify or define the noun phrases which they modify.18 For instance, ―the Professor who teaches Chemistry 101 is an excellent lecturer.” (No commas are used. The adjective clause is necessary to identify which professor is meant). Therefore, when the antecedent is limited by the adjective clause to some of class, the restrictive clauses do not use commas. For example, the children who wanted to play soccer ran to an open field as soon as we arrived at the park. The others played a different game. (The lack of commas means that only some of the

16

Michael Swam, Practical English…, p. 525. Robert M. Gorrell and Chalton Laird, Modern English Handbook, (Englewood Cliffs: PrenticeHall, Inc., 1964), (3rd Ed.), p. 477. 18 Robert Krohn and the staff of the English language institute. English Sentence Structure, (USA: The University of Michigan Press, 1992), p. 185. 17

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children wanted to play soccer. The adjective clause is used to identify which children ran to the open field).19

b.

Nonrestrictive Clauses Nonrestrictive clauses, on the other hand, called additive or appositive

relative clauses. It set off by commas in writing and by pauses in speaking. 20 It also called Non-defining relative clauses functioning like noun. As Thomson and Martinet said that non-defining relative clauses are placed after nouns which are definite already. They do not therefore define the noun, but merely add something to it by giving some more information about it. Unlike defining relative clauses, they are not essential in the sentence and can be omitted without causing confusion. Also unlike defining relatives, they are separated from their noun by commas. The pronoun can never be omitted in a non-defining relative clause. The construction is fairly formal and more common in written than in spoken English.21 The function of nonrestrictive clauses does not limit or identify. they do not affect the intention, nor restrict the number of the nouns or pronouns they modify.22 A nonrestrictive clause contains additional information which is not required to give the meaning of the sentence. A nonrestrictive clause is set off from the other clause by commas and a restrictive clause is not. Who, whom, and which can be used in restrictive or nonrestrictive clauses. That can be used only in restrictive clauses. Normally, that is the preferred word to use in a restrictive clause, although which is acceptable.23 According to Michael Swam, nonidentifying expressions are often separated from the rest of the sentence by pauses (or intonation-changes) in speech, and by commas in writing (as in the last two examples above). In writing, non-identifying relative clauses are always separated

19

Betty Scramper Azar, Understanding and…, p. 250. Robert Krohn and the staff of the English language institute. English Sentence..., p. 185. 21 A. J. Thomson and A. V. Martinet, A Practical English Grammar, (Oxford: Oxford University press, 1986), (Fourth Ed.), p. 85. 22 Homer C. House and Susan Emolyn Harman, Descriptive English…, p. 363. 23 Danny R. Cryssco, English Grammar…, p. 177. 20

17

by commas in this way. Then, one of the way how to determine the different between restrictive and non-restrictive in writing is by seeing the comma . In addition, the other ways taken from the explanation that was stated by Marcella Frank that the non restrictive clauses use of commas when the antecedent is restricted in itself . The antecedents which are used commas as nonrestrictive clauses are a proper noun, one of a kind, and the antecedent identified by the preceding context. Not only three of antecedents that are used commas as non restrictive but also commas used when the antecedent refers to all of a class. for more clear, the writer gives the examples as follows: 1)

Antecedent as a proper noun, for example: Professor Wilson, who teaches Chemistry 101, is an excellent lecturer. (Commas are used. The adjective clause is not necessary to identify who professor Wilson is. We already know who he is:

he has a name. The

adjective clause simply gives additional information.) 2)

Antecedent is one of a kind, for example: His aunt, who lives in California, came to visit him recently. (The adjective clause does not single out one aunt from others. He may have only one aunt.)

3)

Antecedent identified by the preceding context, for example:

4)

Late in the evening they sent out for some coffee. The coffee, which had been boiling for along time, tasted rancid

5)

Antecedent refers to all of a class, for example: The chair, which were in bad condition, were sent out to be repaired and refinished. (All the chairs were in bad condition).24 Based on the explanation above, the writer take summary by using table in

order to be clear where the different between restrictive and non restrictive clauses.

24

Marcella Frank, Modern English…, p. 281.

18

Summary of differences between restrictive and nonrestrictive clause Restrictive Provides

information

Non Restrictive necessary

for Provides additional information but

identifying a noun in the main clause

information

is

unnecessary

to

determining the identity of a noun in the main clause No pauses (no comma) or special Commas in writing and special intonation to set off the relative clause pauses and intonation in speech set from the main clause.

the relative clauses off from the main clause.

That is freely used as relative

pronoun That cannot be used as a relative

instead of who (m) and which e.g.: The pronoun instead of who (m) and teacher who/that uses a good shoes is my which, e.g: Ahmad Syarif, that uses friend.

good islamic dress, is my teacher. The correct answer: Ahmad Syarif, who uses a good islamic dress, is my teacher.

Does not usually modify proper noun, It may modify proper noun, one of one of a kind, antecedent identified by a kind, antecedent identified by the the preceding context, antecedent refers preceding context, antecedent refers to all of a class except it modifies some to all of a class as well as common of a class e.g: -

nouns, e.g: Husnul, who wears a

The chairs which were in bad fez, is the teacher. condition were sent out to be repaired

 His

aunt,

who

lives

in

and refinished. (Some chairs were in

California, came to visit him

bad condition; the others were not)

recently.  Late in the evening they sent out for some coffee. The coffee,

19

which had been boiling for along time, tasted rancid  The chairs, which were in bad condition were sent out to be repaired and refinished. (All the chairs were in bad condition).

3. The Difficulties in Learning Adjective Clauses It is not easy to understand and use clauses especially in adjective clauses until someone faces the probem in learning it. Stanley J. Cook and Richard W. Suter gives two kinds of clauses problems. The first is the lack of knowledge about clauses until students write a fragment. As They said that when a person does not fully understand the essential facts about clauses, he or she can easily fall into the habit of writing sentence fragment. Sentence fragments occur whenever someone uses a dependent clause or part of an independent clause as if it were a complete sentence. For example, “Because I needed more money.” Here the writer has used a single adverbial clause as if it constituted a complete sentence. Fragment like this can be remedied by attacking the dependent clause to an independent clause, so that a truly complete sentence results, such as “Because I needed more money, I took a second job.” A second problem involving clauses concerns the matter of choosing between the relative pronouns who and whom. The distinction between them can be explained in several ways, but since most people are looking only for a simple test that will provide the correct pronoun each time, we suggest that you give them just that-a simple test-and try to avoid reference to “direct object functioned” and other more theoretical approaches, at least initially. The simplest test we know of is to determine whether a subject noun (or subject pronoun) follows the relative pronoun. If it does, then whom should be used; if not, the correct pronoun is who. For example as follows: -

The attorney whom I (subject pronoun) contracted refused my case.

-

The secretary whom Mrs.Tucker (subject noun) hired a superb typist.

-

The doctor who treated me is from India.

20

-

The person who tutored me charges very little. In practice, many people find it sufficient just to see what kind of word

follows the relative pronoun. If a noun or pronoun immediately follows the relative pronoun, they use whom, if a verb follows the relative pronoun, they use who. This version of the test is extremely simple and will almost provide the correct answer.25 In addition, Michael Swan gives the examples of typical mistakes in adjective clause as follows: - There‟s the man who he teaches me the guitar. - I don‟t like people which lose their temper easily. - I think you should stay faithful to the person whom you are married to. These sentences are definitely wrong. The first sentence is clearly wrong because the clause is added he as though it is adjective clause as object yet it‟s function as subject that does not use he after the relative pronoun who. The second sentence is definitely wrong because the student don‟t know the function of relative pronoun which when the antecedent of person is used in this sentence. Who is used instead of which. And the last it is definitely wrong because the students use informal language. The function of relative pronoun as object of preposition does not put the preposition in the end of the sentence but before relative pronoun. The correct sentences: - There‟s the man who teaches me the guitar. - I don‟t like people who lose their temper easily. - I think you should stay faithful to the person to whom you are married.26 Based on the explanation above, there are some difficulties in learning clauses especially about adjective clauses. The first is the meaning and the usage of relative pronoun in formal language when it refers to antecedent. The second is the form of adjective clause correctly when its function as subject, object, or

25 26

Stanley J. Cook and Richard W. Suter, A Study of…, pp. 234 –235. Michael Swam, Practical English…, p. 525.

21

object of preposition. The last is the lack of knowledge in clauses until someone makes fragment. In addition, to avoid the mistakes, it is needed the comprehension about the usage of adjective clauses clearly. The next point of this paper is the usages of adjective clauses especially in using relative pronoun which are broken down into two parts, namely restrictive/defining and nonrestrictive/non-defining clauses. 4. The Usage of Adjective Clauses In this point, the writer gives the usage of adjective clauses that is based on the kind of its own. In order to more understand, each of relative pronouns are explained below based on the points. a.

Relative Pronouns used in defining relative clauses The forms are as follows: Antecedent

For person For things

subject

Object of verb/prep.

who that which

Whom/who that which

that

that

possessive whose Whose/of which

1) Defining relative clauses: persons a) Subject: „who‟ or „that‟ When „who‟ and „that‟ are used as subject and refer to person, they are always followed a verb.27 For examples: - The man who robbed you has been arrested. - The girl that serves in the shop is my friend. But „that‟ is a possible alternative after all, everyone, everybody, no one, nobody and those: For example: Everyone who/that knew him liked him.

27

J. B. Alter, Essential English Usage and Grammar, (Hong Kong: Times Educational,1980), (4th Ed.), p. 76.

22

Therefore, when the antecedent is preceded by any or all such as any man, anyone, all people, all those, the following clause is always a defining clause. For example: The boy who broke the window is called Tom.28 b) Object of a verb „whom‟ or „who‟ or „that‟ When whom and that are used as object of a verb and refer to person, they are always followed a noun or pronoun.29 The object form is whom , but this is considered very formal. In spoken English, we normally use who or that ( that being more usual than who), and it is still more common to omit the object pronoun altogether: - The man whom I saw told me to come back today or - The man who I saw…..or The man that I saw …….or - The man I saw…..(relative pronoun omitted) c) With a preposition: „whom‟ or „that‟ When „whom‟ or „that‟ is used as object of preposition and refer to person, it is always followed a noun or pronoun. In formal English the preposition is placed before the relative pronoun, which must then be put into the form „whom‟: The man to whom I spoke In informal speech, however, it is more usual to move the preposition to the end of the clause. „Whom‟ then is often replaced by „that‟, but it is still more common to omit the relative altogether -

The man who/whom I spoke to or

-

The man that I spoke to or the man I spoke to.

d) Possesive ‘Whose’ and „of which’ have similar functions. We use ‘whose’ to refer to persons and ‘of which’ to animals and inanimate objects. ‘whose’ and ‘of which’ are used to show possession.30

28

A. S. Hornby, Guide to Patterns and Usage in English, (Oxford: Oxford University Press,1975), (2nd Ed.), p. 156. 29 J. B. Alter, Essential English.., p. 76. 30 J. B. Alter, Essential English.., p. 77.

23

„Whose‟ is used to show possession and it is always followed by a noun. For example: People whose rents have been raised can appeal. 2) Defining relative clauses: things a) Subject „Which‟ and „that‟ are used for subject. When „which‟ and „that‟ are used as subject and refer to things, they are always followed by a verb. Either „which‟ or „that‟. „Which‟ is the more formal. For examples: This is the picture which/that caused such a sensation, The stairs which/that lead to the cellar are rather slippery. b). Object of a verb „Which‟ or „that‟ are used for object of a verb. When „which‟ or „that‟ are used as object of a verb and refer to things, they are always followed a noun or pronoun. For example: The car which/that I hired broke down. „Which‟ is hardly ever used after all, everything, little, much, none, no and compounds of no, or after superlatives. Instead we use „that‟, or omit the relative altogether, if it is the object of a verb: All the apples that fall are eaten by the pigs. This is the best hotel (that) I know. c). Object of a preposition The formal construction is preposition + „which‟, but it is more usual to move the preposition to the end of the clause, using „which‟ or „that‟ or omitting the relative altogether. In addition, after relative pronoun is always followed by a noun or pronoun. For examples: -

The ladder on which I was standing began to slip or

-

The ladder which/that I was standing on began to slip or

-

The ladder I was standing on began to slip.

d). Possessive „Whose‟ is used to show possession and it is always followed by a noun. It can refer to person or things. Instead of „whose, of which‟ can be used to refer

24

to things, and it is sometimes preferred. The word-order is normally „noun + of which‟. For examples: -

We had a meeting the purpose of which was completely unclear or

-

We had a meeting whose purpose was completely unclear.

b. Non-defining relative clauses Actually, comma is used in non-defining relative clauses. It is the key word when we want to determine whether the sentence is defining or non-defining relative clauses. If the sentence uses it, automatically, the sentence is nonrestrictive. However, to give the reason why it is used comma in the sentence is the crucial question because this make different between them when it is used in sentence. The usage of comma based on the antecedent. There are four characteristics of non-restrictive when it uses comma based on the antecedent. The first, If the antecedent is a proper noun. The second, if the antecedent is one of a kind. The third, if the antecedent identified by the preceding context. Finally, if the antecedent refers to all of a class. Moreover, the non-defining clauses refers to person and things which function as subject, object of a verb, object of preposition, and possessive. In order to be more clearly, the usage of non-defining clauses explained by expert as follows: The forms are as follows: Antecedent

subject

Object of verb/prep.

possessive

For person For things

who which

Whom/who which

whose Whose/of which

that that 1) Non-defining relative clauses: persons a) Subject: „who‟ When „who‟ is used as subject and refer to person, it is always followed by a verb. Therefore, the usage of relative pronoun „that‟ is not used when it refers to person. In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. For examples: - My neighbor, who is very pessimistic, says there will be no apples this year.

25

- Peter, who had been driving all day, suggested stopping at the next town. Clauses such as these, which come immediately after the subject of the main verb, are found mainly in written English. In spoken English, we would be more likely to say: My neighbor is very pessimistic and says there will be no apples this year. But clauses placed later in the sentence, clauses coming after the object of the main verb, are quite common in conversation: I‟ve invited Ann, who lives in the next flat. Clauses following a preposition + noun are also common: I passed the letter to Peter, who was sitting beside me. b) Object: „whom‟, „who‟ When „whom‟ or „who‟ are used as object and refer to person, it is always followed by a noun or pronoun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. The pronoun cannot be omitted. „Whom‟ is the correct form, though who is sometimes used in conversation. For example: Peter, whom everyone suspected, turned out to be innocent. As noted above, a non-defining clause in this position is unusual in spoken English. We would be more likely to say: Everyone suspected Peter, but he turned out to be innocent. But non-defining clauses coming later in the sentence, i.e. after the object of the main verb or after a preposition + noun, are common in conversation: -

She wanted Tom, whom she liked, as a partner; but she got Jack, whom she didn‟t like.

-

She introduced me to her husband, whom I hadn‟t met before.

c) Object of a preposition: „whom‟ When „whom‟ is used as subject and refer to person, it is always followed by a noun or pronoun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. The pronoun cannot be

26

omitted. The preposition is normally placed before „whom‟. For example: Mr Jones, for whom I was working, was very generous about overtime payments. It is however possible to move the preposition to the end of the clause. This is commonly done in conversation, and „who‟ then usually takes the place of „whom‟: -

Mr Jones, who I was working for, was very generous about overtime payments. If the clause contains an expression of time or place, this will remain at the end:

-

Peter, with whom I played tennis on Sundays, was fitter than me Could become

-

Peter, who/whom I played tennis with on Sundays, was fitter than me.

d) Possessive: „whose‟ „Whose‟ is used to show possession and it is always followed by a noun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. For example: Ann, whose children are at school all day, is trying to get job. In conversation we would probably say: Ann‟s children are at school all day , so she is trying to get job. 1) Non- defining relative clauses: things a). Subject: „which‟ When „which‟ is used as subject and refer to things, it is always followed by a verb. Therefore, the usage of relative pronoun „that‟ is not used when it refers to person. In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. For example: -

The 8.15 train, which is usually very punctual, was late today.

-

In speech we would be more likely to say:

-

The 8.15 train is usually punctual; but it was late today.

27

b). Object: „which‟ When „which‟ is used as object and refer to person, it is always followed by a noun or pronoun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. „That‟ is not used here, and „the which‟ can never be omitted. For examples: She gave me this jumper , which she had knitted herself or She gave me this jumper; she had knitted it herself.

c). Object of a preposition When „which‟ is used as object and refer to things, it is always followed by a noun or pronoun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. The preposition comes before „which‟, or (more informally) at the end of the clause. For example: Ashdown forest, through which we‟ll be driving, isn‟t a forest any longer or d). ‘which‟ with phrasal verbs When „which‟ with phrasal verbs used as object and refer to things, it is always followed by a noun or pronoun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. Combinations such as look after, look forward to, put up with should be treated as a unit, i.e. the preposition/adverb should not be separated from the verb: - This machine, which I have looked after for twenty years, is still working perfectly. - Your inefficiency, which we have put up with far too long, is beginning to annoy our customers. e). Possessive: „whose‟ or „of which‟ „Whose‟ and „of whose‟ is used to show possession and it is always followed by a noun. Therefore, In non defining clause, commas set the relative clauses off from the main clause based on the antecedent. „Whose‟ is generally

28

used both for animals and things. „Of which‟ is possible for things, but is unusual except in very formal English. - His house, whose windows were all broken, was a depressing sight. - The car, whose handbrake wasn‟t very reliable, began to slide backwards.31 Besides the relative pronoun, adjective clauses also have relative adverbs. The relative adverbs when, where, and why are used like relative pronoun. They also modify the antecedent that refers both person or things. The relative adverbs where, when, why, and whereby may introduce either restrictive or non-restrictive clauses, the meaning which is to be conveyed being test. Often if the definite article or some other similar modifier precedes the noun-antecedent, the clause which follows will be restrictive. For example, The place where I lived, the time when, the means whereby, the reason why. If the antecedent is a proper noun, the clause which follows is likely to be nonrestrictive. For example, Berlin, where we once lived, was almost destroyed.32 o Why is used to refers a reason and it can replace for which. For example: Give me one good reason why you did that. „why’ is used with the noun reason. It may replace for which. For example: The reason why/for which he comes here is....33 o when is used to refers time and it can replace in/on which. For example: The day when (on which) they arrived. o Where is used to refers a place and it can replace in/at which. For example: The hotel where (in/at which) they were staying. From explanation above, we know the usage of kind adjective clauses both restrictive and non-restrictive adjective clauses have some differences each other. As Robert J. Dixon, has given the explanation about relative pronouns briefly as follows: The relative pronouns in English are who, whose, which, whom and that. 1. Who is used to refer to persons. 31

A. J. Thomson and A.V. Martinet, A Practical…, (4th Ed.), pp. 81 -88. Homer C. House and Susan Emolyn Harman, Descriptive English…, (2nd Ed. ), p. 365. 33 A. S. Hornby, Guide to Patterns..., p. 163. 32

29

2. Whose is the possessive form of who. It may, however, also refer to animals or things. 3. Which is used to refer to animals or things. It has the same for when used as subject or object of the verb. 4. That may refer to persons, animals, or things. That may also serve without any change of form as both subject or object of the verb (that may not be used as a relative pronoun in so-called non-restrictive clauses. that is, when the person or thing which is referred to is clearly indicated or defined).34 5. Whom is refers to person or persons. The function of whom as object either object of preposition or object of verb. As Marcella Frank writes summary of classification of adjective clauses according to the antecedent

that the

introductory word refers to.35 Noun Antecedent Meaning

Introductory Word

Illustrative Sentences

A person

(1) Relative Pronoun: Who (whom or whose) Or That

Subject- He paid the money to the man who (or that) had done the work. Object of verb- He paid the man whom (or that) he had hired. Object of Preposition- He paid the man from whom he had borrowed the money. Possessive adjective – This is the girl whose picture you saw.

A thing

Which Or that

Subject- Here is a book which (or that) describes animals. Object of verb- The chair which (or that) he broke is being repaired. Object of preposition- She was wearing the coat for which she had

34 35

Robert J. Dixso, Everyday English,(USA: Gent Publishing Company, Inc), p. 48. Marcella Frank, Modern English…, p. 277.

30

paid $2,000.

A time

(2) Relative adverb: when

A place A reason

Where why

This is the year when the Olympic Games are held. Here is the house where I live. Give me one good reason why you did that.

Moreover, when the usage of relative pronouns can be used as alternatives and can be omitted, we can see the table below. The forms in square brackets [] are acceptable alternatives, but are not recommended for active teaching; teach contact clauses by omitting that whenever possible. A that in round brackets () can be omitted; in spoken English is usually. W. Stannard Allen P

writes summary of classification of relatives

pronoun that can be omitted and can be alternatives.36 1. Defining Relative Clause People Subject Who [that] Object (that) Preposition (that)…preposition Possessive (whose) 2. Non-defining Clause People Subject ---, who ---, Object ---, whom ---, Preposition --, preposition + whom --, [--,who (m)—prep,] Possessive ---, whose ---,

Things That [which] (that) (that)…preposition Of which [whose] Things ----, which---, ---, which ---, --, preposition which --, [--,which—prep,] [---, whose ---,]

+

C. The Factor of Difficulties Muhibin Syah said that the internal factors are divided into two aspects; physiological aspect and psychological aspect.37 The factors of student‟s difficulties were divided into two factors. The first is internal factor and the second is external factor. According to Abu Ahmadi 36 37

W. Stannard Allen, Living English Structure, (London: Longman, 1974), (5th Ed.), P. 211. Abu Ahmadi dan Widodo Supriyono,…p, 75. (translated by the writer)

31

and Widodo Supriyono, the intern factor is divided into two kinds, namely physichological and phhysiological factor. However, the extern factor includes social and nonsocial factor.

1. Internal Factor a. Physiological This factor is most influental for students‟ success while they are studying. There are the factors which cause physically, namely sick, less healthy, and physical defect. They will be tired easily and difficult to concentrate while learning. Finally, the physical defect also can be a problem in learning proccess because their senses such as auditory does not work well.

b. Physichological When studying, the students need to prepare spiritual in order to receive the lesson well. If the students do not have it, they will get the problem because they are not calm while they are following the learning process. These case is caused by any factors, namely: 1) Intelligence There are classification or grade IQ of students. Firstly, IQ of students who are genius, are about up to 140. Secondly, IQ of students who are intelligent, are about 110-140. Thirdly, IQ of students who are normal, are about 90-110. Therefore, IQ of students who are mental weak , are about low 90. These students who often get the problem in learning. 2) Talent Talent is the basic potential or basic competence which is gotten from born. Everyone has different talent. For example, someone whose talent in music or dance will develop the talent easily. However, when

students are taught

something that is not their talent, they will get problem and give up easily, bored, along with unhappy until they get a bad score.

32

3) Interest Interest is very important in learning. In case students do not have it, they will get difficult in learning. The indicator of students who have not interest can be shown from their ways to follow learning, whether complete or incomplete their notes, and take attention or not while they are following the lesson.

4) Motivation Motivation functions to encourage someone in order to study. This can be successful factor in learning. The higher motivation, the higher success which they get. On the other hand, the students who do not have it will get the problem and easily despondent, no attention to learn, and like annoying in their class. The characteristics of students whose motivation are they always reads books and never give up.

5) Mental Health In learning, the students not only need intelligence, but they are also need good mental until they can easily receive the lesson in learning process. Mental and learning has effectual composure emotion until it gives good concentration in receiving the stimulus while they are studying. 6) Special Types of learner There are three special types of learner, namely visual, motoric, and auditory. Someone whose is visual type will be easy to learn something if it is supplied by written text, pictures, graphics, and drafts. Therefore, the auditory students will be easy to learn something in sound. Finally, the student motoric type, will be easy to learn something in moval and written.38

2. External factor 38

Abu Ahmadi dan Widodo Supriyono, Psikologi Belajar. (Jakarta: PT. Rineka Cipta. 1991). pp, 79 -85.

33

a. Social Environment The social environment includes family, student‟s school environment, society and neighbors. The definition of social environment is the environment outside that has contact directly with students. Family should give attention to their children so that they don‟t get problem in learning. Therefore, student‟s school environment such as their teacher, classmate, and staff administration can influence the students‟ difficulties. Then, the teacher has to has qualified, good relationship with the students, good diagnosing skill, and suitable method in teaching learning process. Finally, the neighbour and society inside us can influence the students. If these social environments do not support them, they will get difficulties in learning.

b. Nonsocial Environment There are the factors which include the non-social environment. They are school building and location, learning instruments, home and the location, weather, and learning time. These factors above can influence students difficulties.39

39

Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan baru, (Bandung: PT remaja Rosdakarya, 1997), ( revised ed). pp, 137 -138

CHAPTER III RESEACH METHODOLOGY

A. Place and Time of the research This research began by doing the observation at school and this research was conducted on October, 13rd, 2011. The writer took his research at MAN 4 Cijeruk, which is located on Jl. Stasiun Cigombong Bogor. Practically, the reason why he took this research at MAN Cijeruk because it is not far and only about 3 minutes from the writer’s house. The profil of MAN Cijeruk as follows: 1. Vision Preparing a characterized and good quality school in the academic based on IMTAQ and IPTEK. 2. Mission - Preparing the education that orientates on scientifical, moral, and social qualitygraduate. - Improving

the quality of human resources based on IMTAQ and IPTEK

through the effective, efficient, active, innovative, and gratifying learning process. - Improving the best spirit in science and technology, religion, culture, and skills for all

human resources.

3. Purpose - Increasing the scientific attitude, moral, and social in life - Creating the competitive human resources in globalization era. - Creating the condusive condition based on the religion, scientific, and technology values. - Creating the scientific and good attitude graduate. - Holding the optimal service for every members of school and stakeholder.

34

35

4. The History Madrasah Aliyah Negeri (MAN) Cijeruk was founded in 1996, based on the minister of religion certificate RI, number 515 A. In 1996, located at Ciburuy village where it rented in MI Pondok Gede. Therefore, in 1999, the location of MAN Cijeruk moved to SDN Pangarakan 1 at Cibandawa village. In 1998 to 2000, the head master with council of MAN submitted the application for the region goverment to get the area that could be made the building of MAN. Alhamdulillah in 2000-2001 MAN Cijeruk got the project from the region goverment to make a building located from the province office of West Java, ADB loan fund 1519 (SK pimpro No.042/DMAP/V/2000 on April, 02, 2001). Besides, the region goverment succeded on helping the area about 1.500 M2 in Cijambu village, Bogor region. At that time, it could be built eight class with all students are 300. The condition of MAN as the part of national education system becomes increasing and it needs the attention from all parties, especially the department of religion. B. Population and Sample Population is the whole subject of the research. The writer took all the students of class XI with 200 students as the population. Sample is any population of the research. The writer used clustering random sampling technique because the objects of data are homogenous. He took 32 students of class XI-IPA 2 with 31 students as sample because one student of class XI-IPA 2 was sick.

C. Techniques of Data collecting In data collecting that will be conducted by the writer, there are two methods used as follows: 1. Written Test In doing written test, the writer visited the school to do research. Then, the English teacher of the school explained adjective clauses. Next, the writer

36

gave the written test to the students which consists of 30 items to the students, 15 items are about the meaning and functions of adjective clauses and 15 items are about the forms in adjective clauses. Both of them need the comprehension of relative pronouns clearly. The relative pronouns are who, whom, whose, that and which. The items of the right answer were based on formal language. The distribution of test and number of each items can be seen in the table below.

No 1. 2. 3. 4. 5. 6.

No 1 2 3 4 5

Table 3.1 Relative pronouns and the number of each items. Relative Pronouns Number of items Who 3 Whom 3 That 3 Which 3 Whose 3 The form 15 30 items Total Table 3.2 The Number of Adjective Clauses Function Relative Pronouns Item Number Who 1, 22, 28 Whom 11, 18, 20 Which 5, 26, 29 That 7, 15, 24 whose 2, 9, 13 Table 3.3 The Number of adjective clauses form

No 1 2 3 4 5

Relative Pronouns Who Whom Which That whose

Item Number 3, 10, 16 6, 14, 30 4, 8, 25 12, 17, 21 19, 23, 27

2. Interview Interview is a dialog done by interviewer to get some information from interviewee. It is used by interviewer to value the condition of someone. In order

37

to know some difficulties faced by students in learning adjective clauses, In this step, the writer interviewed 50% of the class and he took some students who got bad and good scores. Besides, the writer also interviewed the English teacher in order to reinforce the data.

A. Techniques of data Analysis The writer uses descriptive analysis technique (percentage) carried by data that are found through library research as the base of theoretic and field research. In field research, the writer collects and researches immediately to the location of research in order to find the data needed in this research. Therefore, they are analyzed and described by quantitative and the percentage by using a table of percentage. The table of percentage the writer used this formula: P= F x 100% N P = Percentage F = Frequency of wrong answer N = Number of Sample Having done the calculation of the errors, he calculates the average mark by using this formula: P = F x 100 % Nxn P = Percentage F = Frequency of wrong answer N = Number of Sample n = number of item test Besides the percentage, he also uses the result of interview for analyzing the students’ difficulties.

CHAPTER IV RESEACH FINDINGS AND DISCUSSIONS

A. Findings 1. Test a. Based on the test type, namely the function of adjective clauses that was given, the second year of Madrasah Aliyah Negeri Cijeruk had the average score of errors 44.52% and the correct average score 55.48%. From the result, the students’ mastery in using the function of adjective clauses was low. As seen in table below. Table. 4.1 The Average of the Frequency of Error in Adjective Clauses Function Relative Pronoun area

The Average Score In ‘Who’

The Average Score In ‘whom’

The Average Score In ‘which’

Number of item

Frequency of Error

Frequency of Error (%)

Frequency of Unerror

Frequency of Unerror (%)

1 22 28

7 4 10

22.58% 12.90% 32.26%

24 27 21

77.42% 80.01% 67.74%

3 items

21

22.58%

72

77.42%

11 18 20

24 21 20

77.42% 67.74% 64.52%

7 10 11

22.58% 32.26% 35.48%

3 items

65

69.89%

28

30.11%

5 26 29

9 25 18

29.03% 80.65% 58.06%

22 6 13

70.97% 19.35% 41.94%

3 items

52

55.91%

41

44.09%

7 15 24

7 6 5

22.58% 19.35% 16.13%

24 25 26

77.42% 80.65% 83.87%

38

39

The Average Score In ‘that’

3 items

18

19.35%

75

80.65%

2 9 13

16 26 9

51.61% 87.87% 29.03

15 5 22

48.39% 16.13% 70.97%

The Average Score In ‘whose’

3 items

51

54.84%

42

45.16

The Average score

15 items

207

44.52%

258

55.48%

b. Based on the form test type that was given, the second year of Madrasah Aliyah Negeri Cijeruk had the average score of errors 52.26% and correct average score 47.96%. From the result, the students’ mastery of form was very low it mean that it is more difficult than the fuction test type. As seen in table below.

Table. 4.2 The Frequency of Error in Adjective Clauses Form Relative Pronoun area

The Average Score In ‘Who’

The Average Score In

Number of item

Frequency of Error

3 10 16

8 16 4

Frequency of Error (%) 25.81% 51.61% 12.90%

23 15 27

Frequency of Unerror (%) 74.19% 48.39% 87.10%

3 items

28

30.11%

65

69.90%

6 14 30

25 26 26

80.65% 83.87% 83.87%

6 5 5

19.35% 16.13% 16.13%

3 items

77

82.80%

16

17.20%

Frequency of Unerror

40

‘whom’

4 8 25

10 19 7

32.26% 61.29% 22,58%

21 12 24

67.74% 38.71% 77.42%

3 items

36

38.71%

57

61.30%

12 17 21

17 7 7

54.84% 22.58% 22.58%

14 24 24

45.16% 77.42% 77.42%

3 items

31

33.33%

62

66.67%

19

31

100 %

0

0%

23

18

58.06%

13

41.94%

27

22

70.97%

9

29.03%

The Average Score In ‘whose’

3 items

71

76.34%

22

23.66%

The Average score

15 items

243

52.26%

223

47.96%

The Average Score In ‘which’

The Average Score In ‘that’

c. Based on the test that was given, the second year students of MAN Cijeruk had average score 50.94 it mean that the students’ mastery in using adjective clauses was low. Besides, the average of correct answer was 5.13 and the average of wrong answer was 4.87. As seen in the table below. Table 4.4 The average of students’ score Total No

Student

1 2 3 4

Student 1

Student 2 Student 3 Student 4

Score

Incorrect

Correct

19 12 14 10

11 18 16 20

36 60 53 66

41

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Student 5 Student 6 Student 7 Student 8

Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15

Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22

Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31

Average

14 12 14 16 17 10 20 12 10 17 10 17 15 13 17 21 14 18 20 13 14 14 9 12 13 16 20

16 18 16 14 13 20 10 18 20 13 20 13 15 17 13 9 16 12 10 17 16 16 21 18 17 14 10

53 60 53 46 43 66 33 60 66 43 66 43 50 56 43 30 53 40 33 56 53 53 70 60 56 46 33

453/31x3=

477/31x3=

1579/31=

4.87

5.13

50.94

2. Interview a. Based on the interview that was conducted on October, 13rd ,2011, the second year students of MAN Cijeruk faced such difficulties in learning Adjective Clause. The score in Internal factors which covera the Intelligence, Interest, motivation, talent, and students type learning was higher with 21 points than the external factor with 13 points. As seen in the table below.

42

Table 4.4 The internal and external factors causing the students’ difficulties

Students’ name

No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Student 1

Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8

Student 9 Student 10 Student 11 Student 12

Total

I1

Internal Factor (Psychological Aspects) STL T I2 MT MH V A M _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 8 6 3 4

External Factor Social

Nonsoc ial

_ _ _

_ _ _

_ _ _ _ 7

_ _ _ 6

Note : I1

: Intelligence

T

: Talent

I2

: Interest

MT : Motivation MH : Mental Health STL : Special Types of Learner A : Audio V : Visual M : Motorist

B. Discussions The aim of this study is to know the students’ errors in using Adjective clauses at the second year students of MAN Cijeruk and to discuss them in this ‘skripsi’ and to know why they face such difficulties until they make errors.

43

What are the errors faced by the students in using adjective clauses? Based on the analysis above, the students got the error in using adjective clauses form with 52.26% it mean that they have to know the usage of adjective clauses form. From the specific calculation mentioned above, the highest frequency was on number 19 with 100%. There were two items which had the same frequencies. Those were on number 30 and 14 with 83.87%. The frequency of number 6 with 80.65%. The frequency of number 23 with 58.06%. As well, they got the difficulties in using adjective clause function with 44.52% it mean that the students’ mastery in using adjective clauses was more lower than their ability in using the form of adjective clauses. Based on the calculation above, the highest frequency was on number 9 with 87.87%. The frequency of number 26 with 80.65%. The frequency of number 11 with 77.42%. The frequency of number 18 with 67.74%. The frequency of number 20 with 64.52%. From two kinds of adjective clauses type test, the frequency of adjective clause form was more difficult than the adjective clause function. From the table above, most of the students made error on whom with the average of error is 82.80%. This frequency was as the highest frequencies of all. On the other hand, the lowest one was on who with the average of error was 30.11%. Therefore, based on the table above the result of students score. The average of students’ score was 50.94 where the average of wrong answer 4.87 and the average of correct answer 5.13 it mean that their learning in using adjective clauses was low. The second question is about why do the students face such difficulties in using adjective clauses until they make errors. From the interview result based on the theory explained above, the writer got the answer that the cause of students’ errors in using them was from internal factor with 8 of the interviewee facing the the difficulties caused by their interest, they do not pay attention to the explanation given, the difficulties caused by their motivation with 6 students and their special types of learner with 7 students. The second was from external factor that is divided into two kinds, namely social and non-social environment. The result of interview that was conducted in nonsocial environment with 6 students

44

where they got the problems in learning because the facilities of school are not support them and the social factor with 7 students where their parents did not take attention and gave contribution while they are learning. Based on the findings above, the writer take a conclusion that the second year students of MAN Cijeruk made the error in using learning adjective clauses caused by the external and internal factor.

44

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion The writer

would like to conclude based on the result of the study as

follows: 1. The mastery of second year students (class XI-IPA 2) in grammar especially in using adjective clauses was low. The average of the form test type is 52.26% and the average of the function test type is 44.52%. In addition, most of the students made error on ‘whom’ with the average of error is 82.80%. On the other hand, the lowest one is on ‘who’ with the average of error is 30.11%. Too, the average score of students in class XI-IPA is 50.94. 2. The causes of students’ difficulties in using adjective clauses came from internal and external factor. a. They could not study well because some of them are not supported by the other english books. b. They can not understand the difference between native language (L1) with target language (L2). c. They do an overgeneralization to the English Grammar rule such as, In English the relative pronouns are various (who, whom, which, that, whose). For the students who are unaware to this rule, they will equalize the rule. d. They did not pay more attention to the explanation given. e. The facilities of school are not well supported. f. They could not study well because some of them are not supported by their family while they are learning. g. They could not get good score because their interest and motivation are low along with their types of learning is not supported.

44

45

B. Suggestion The writer would like to present some suggestions to the English teachers and the students themselves in order to reduce the errors in learning adjective clauses as follows: a. The students should pay more attention to study grammar while the teacher is explaining. b. The students have to practice especially in learning grammar books when they have leisure time. c. The students have to pay more attention to study grammar. d. The students have to study the material in their house before it will be explained by the teacher in the class. e. The teacher is better for using the media in teaching learning process in order get the students’ interest, motivation, and special types of learner. f. The facility of school that can improve the students’ mastery in learning especially in English should be increased.

BIBLIOGRAPHY

Ahmadi, Abu dan Supriono, Widodo. Psikologi Belajar. Jakarta: PT Rineka Cipta, 1991. Allen, Standard W, Living English Structure. London: longman, 1995.

Altenberg, Evelyn P. and Vago, Robert M. English Grammar. USA: Cambridge University Press, 2010. Alter, J. B. Essential English Usage and Grammar. (4th Ed.). Hong Kong: Times Educational, 1980. Arikunto, Suharsimi. Prosedure Penelitian, Suatu Pendekatan Praktik. Edisi revisi V. Jakarta: PT Rineka Cipta, 2003. Azar, Schrampfer Betty. Understanding and Constructing English Grammar. (2nd Ed.). New Jersey: Prentice Hall, Inc., 1993. Brown, Douglas, Principle of Languange Learning and Teaching, New York: Longman, 2000. Burton, S. H. Mastering English Grammar. London: Macmillan, 1984.

Carl James, Errors in Language Learning and Use, New York: Longman, 1998.

Cook. Stanley J, and Suter, Richard W. The Scope of Grammar: A Study of Modern English. New York: McGraw-Hill, Inc., 1980. Crystal, David, An encyclopedic Dictionary of language and languages. Oxford: Blackwell, 1992. Dixson. Robert J. Everyday English. USA: Gents Publishing Company, Inc., 1957. Dulay, Heidi, Language Two. New York: Oxford University Press, 1982.

Erdogan, Vacide, Contribution of Error Analysis to Foreign Language Teaching. Mersin University Journal of the faculty of Education, 2005. Frank, Marcella. Modern English. New Jersey: New York University, 1972. Gorrell, Robert M. and Laird, Chalton. Modern English Handbook. (3rd Ed.). New Jersey: Prentice-Hall, Inc., 1964. Guth, Hans P. Concise English Handbook. (2nd Ed.). USA: Wadsworth Publishing Company, Inc., 1969. Hornby, A. S. Guide to Patterns and Usage in English. (2nd Ed.). Oxford: Oxford University Press, 1975. House. Homer C, and Harman, Emolyn, Susan. Descriptive English Grammar. (2nd Ed.). USA: Prentice Hall, Inc., 1980. Huddleston, Rodney and Pullum, Geoffrey K. A Student’s Introduction to English Grammar. USA: Cambridge University Press, 2010. Jeremy Harmer, Principle of Language Learning and Teaching, New York: Prentice Hall Regents, 1987.

Krohn, Robert and the staff of the English language institute. English Sentence Structur : The Successor to English Sentence Patterns. USA: The University of Michigan Press, 1971. Pedoman Penulisan Skripsi. Ciputat: FITK UIN Jakarta, 2007. S. Pit Corder, Technique in Applied Linguistic, Oxford: Oxford University Press, 1972. Sabri, Aliyusuf M. Psikologi Pendidikan. Jakarta: CV. Pedoman Ilmu Jaya, 2007. Sharme, S. K, Error Analysis: Why and How, English Teaching Forum April 1982 Vol.XXX.

Sudjiono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2005. Swan, Michael. Practical English Usage. Oxford: Oxford University Press, 1980.

Syah, Muhibbin. Psikologi Pendidikan dengan Pendekatan Baru. Bandung: PT. Remaja Rosdakarya, 2007. Thomson. A. J, and Martinet, A. V. A Practical English Grammar. Oxford: Oxford University Press, 1989. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, dari http://www.inherentdikti.net/files/sisdiknas.pdf, 30 Juli 2011. Wishon, George E. and Julia M. Burks. Let’s Write English. New York: Litton educational Publishing, Inc., 1980. Wren, P.C and Martin H. High School English Grammar and Composition. New Delhi: S. Chand & Company LTD, 1979.

Appendix 1 RESEARCH INSTRUMENT Name

:

Class

:

Date/Day

:

1. Ahmad Budi

: Do you know him?” : “Yes, he is the man …..me yesterday.”

a. who helped

c. who helping

b. Is helping

d. was helps

2. I have two books ……………red and green. a. whose are colour

c. whose colour are

b. colour are

d. colour

3. The girl …….talked to last night is my friend. a. who

c. whom

b. which that

d. whose

4. This is the house ….. caused such a sensation. a. who

c. whose

b. which

d. whom

5. The Mississippi River, ............................ Minnesota to the Gulf of Mexico, is the major commercial river in the United States. a. which flows south from

c. it flow

b. which it flowing

d. it flows south from

6. Bambang Pamungkas, ……. everyone suspected, turned out to be innocent. a. that

c. which

b. whom

d. whose

7. He called the company ……………….the pipes. a. usually supplies

c that usually supplies

b. that usually

d. supplies it

8. The 8.15 train, ….. is usually very punctual, was late today. a. that

c. whom

b. which

d. whose

9. His house, ................................all broken, was a depressing sigh. a. it

c. whose windows were

b. whose window

d. whose it

10. My neighbor,… is very pessimistic, says there will be no apples this year. a. who

c. whose

b. that

d. which

11. She is the woman ......................................... a. about whom I told you.

c. you about

b. whom I told you about

d. you

12. The car ……..I hired broke down. a. who

c. whose

b. whom

d. that

13. I know the man ……………… while he was sleeping yesterday. a. his car was stolen

c. whose was stolen

b. whose car was stolen

d. car was stolen

14. The girls ……… are always complaining about their pay. a. who he employs

c. whose he employs

b. whom he employs

d. that which he employs

15. He is the best student………………….here. a. that has ever studied

c. that her has ever studied

b. has ever studied that

d. he has

16. Peter, ……. had been driving all day, suggested stopping at the next town. a. whose

c. who

b. that

d. which

17. The stars ……...lead to the cellar are rather slippery. a. whose

c. that

b. whom

d. who

18. The man ………………….. is a teacher. a. whom I in Bogor

c. whom in Bogor

b. whom I saw in Bogor

d. he

19. Ann, …..children are at school all day, is trying to get a job. a. who

c. whose

b. that

d. that which

20. The woman.................................is Lucky’s mother. a. just now

c. whom we saw just now

b. whom just now

d. we just now

21. All the apples ……fall are eaten by the squirrel. a. that

c. whose

b. whom

d. who

22. Abu Bakar As Siddiq, ………….the prophet of Muhammad, is the first of Caliph. a. always helps

c. he always helping

b. whom always helps

d. who always helps

23. I live in a dormitory...........................many countries. a. which residents come from

c. who residents come from

b. whose residents come from

d. whom residents come from

24. The stairs …. ......... are rather slippery. a. that lead to the cellar

c. lead the cellar

b. that it

d. lead it

25. The movie......….. we saw last night wasn’t very good. a. who

c. whom

b. which

d. whose

26. The music …………last night was good. a. which we listened to

c. it listened to

b. it listening

d. to which we listened

27. The car …………..... . very reliable began to slide backwards. a. whom handbrake wasn’t

c. that which handbrake wasn’t

b. whose handbrake wasn’t

d. who handbrake wasn’t

28. Habibi : Do you know the boy….? Azizah : Yes, I do. He is my classmate. a. who I met last night

c. who helped me last week.

b. he had broken down

d. he saw yesterday

29. This is the picture.....................such a sensation. a. it

c. which caused

b. which

d. it caused

30. Ali Toyib, ……………….., was very generous about overtime payments. a. for that I was working

c. who I was working for

b. which I was working for

d. for whom I was working

Appendix 2

THE ANSWER KEY 1. A

11. A

21. A

2. C

12.D

22.D

3. A

13. B

23.B

4. B

14. B

24. A

5. A

15. A

25. B

6. B

16. C

26.D

7. C

17. C

27.B

8. B

18. B

28. C

9. C

19. C

29. C

10. A

20. C

30. D

Appendix 5 INSTRUMENT OF INTERVIEW Interviewee

: The Students

Date/Day

: October, 13rd, 2011

Place

: MAN 4 Cijeruk

1. Bagaimana pendapat Anda terhadap mata pelajaran bahasa Inggris? The answer of student 1

: gampang-gampang susah

The answer of student 2

: sedikit susah

The answer of student 3

: susah-susah gampang

The answer of student 4

: kadang susah dan kadang tidak

The answer of student 5

: gampang gampang susah

The answer of student 6

: Susah sih, tapi pengen bisa

The answer of student 7

: Susah merangkai kata

The answer of student 8

: pertamanya

susah

namun

kesininya

mendingan. The answer of student 9

: Susah tapi ada gampangnya

The answer of student 10

: cukup mudah karena dibawa enjoy aja

The answer of student 11

: susah

The answer of student 12

: sulit tapi menarik juga

2. Bagamana cara Anda dalam belajar bahasa Inggris selama ini? The answer of student 1

: sendiri sambil nonton tv

The answer of student 2

: dengan sendiri

The answer of student 3

: sendiri saja

The answer of student 4

: sambil dengerin lagu

The answer of student 5

: sendiri

The answer of student 6

: disekolah doang, kadang sambil lihat tv

The answer of student 7

: sendiri saja

The answer of student 8

: sambil menonton tv jadi agak keinget inget

The answer of student 9

: sendiri sambil dengerin musik dan suka belajar menterjemahkan

The answer of student 10

: dengerin musik nanti dicatet.

The answer of student 11

: cuman sendiri

The answer of student 12

: sambil buka internet.

3. Apakah cara tersebut dapat meningkatkan kemampuan Anda dalam bahasa Inggris? The answer of student 1

: Tidak

The answer of student 2

: dapat meningkatkan

The answer of student 3

: tidak

The answer of student 4

: tidak juga

The answer of student 5

: tidak.

The answer of student 6

: sedikit-sedikit

The answer of student 7

: iyah, sedikit-sedikit.

The answer of student 8

: cukup bisa karena pengaruhnya ada

The answer of student 9

: meningkatkan namun secara bertahap

The answer of student 10

: lumayan meningkatkan

The answer of student 11

: cuman sedikit

The answer of student 12

: sedikit

4. Apakah fasilitas yang tersedia disekolah ini dapat menunjang kemampuan bahasa Inggris Anda? The answer of student 1

: Menunjang, tergantung keinginan

The answer of student 2

: Menunjang

The answer of student 3

: Iyah, ada perpusnya

The answer of student 4

: Tidak bisa.

The answer of student 5

: Tidak, karena jarang keperpus

The answer of student 6

: Tidak, gak tahu orang lainmah

The answer of student 7

: iyah menunjang

The answer of student 8

: mendukung

The answer of student 9

: bisa menunjang

The answer of student 10

: tidak tahuyah, sedikit

The answer of student 11

: tidak

The answer of student 12

: tidak, tanpa bimbingan susah

5. Apakah Anda pernah membaca buku lain selain buku paket atau buku pegangan bahasa Inggris?

The answer of student 1

: Tidak

The answer of student 2

: tidak

The answer of student 3

: pernah

The answer of student 4

: pernah dari buku penerbit lain

The answer of student 5

: pernah tapi tentang cerita atau novel

The answer of student 6

: tidak pernah

The answer of student 7

: belum pernah

The answer of student 8

: pernah sekali tentang cerita bahasa inggris

The answer of student 9

: paling kamus

The answer of student 10

: Novel dan komik bahasa inggris

The answer of student 11

: tidak

The answer of student 12

: tidak pernah

6. Apahkah orangtua Anda suka membimbing atau perhatian terhadap belajar anda selama ini terutama dalam belajar bahasa Inggris? The answer of student 1

: Iyah,sering ngasih masukan dan bimbingan

The answer of student 2

: tidak dibimbing, saya sering belajar sendiri

The answer of student 3

: iyah, selalu

The answer of student 4

: tidak pernah

The answer of student 5

: sedikit perhatian

The answer of student 6

: iya, suka perhatian

The answer of student 7

: tidak pernah

The answer of student 8

: iya, perhatian

The answer of student 9

: kurang perhatian

The answer of student 10

: jarang perhatian

The answer of student 11

: iyah, sering membimbing dan ngasih tahu

The answer of student 12

: Tidak membimbing dan perhatian

7. Bagaimana pendapat Anda tentang grammar?

The answer of student 1

: Lumayan gampang

The answer of student 2

: umayan susah

The answer of student 3

: sedikit susah

The answer of student 4

: kadang susah kadang tidak

The answer of student 5

: cukup mudah

The answer of student 6

: sebenarnya gampang, tapi gak tahu arti

The answer of student 7

: iyah susah susah, tapi ada gampangnya

The answer of student 8

: cukup mudah dan untuk nambah ilmu

The answer of student 9

: cukup susah dalam mengartikannya

The answer of student 10

: cukup paham

The answer of student 11

: agak mudah dipahami

The answer of student 12

: cukup mudah yah gitumah

8. Kesulitan apa yang Anda hadapi dalam mempelajari grammar khususnya adjective clauses? The answer of student 1

: Menentukan Whom dan who suka terbalik.

The answer of student 2

: menentukan antecedentnya susah

The answer of student 3

: susah menentukan bentuk-bentuk relative pronoun suka ketukar

The answer of student 4

: susah menentukan relative pronounnya dan menjadikan

fungsinya

object, dan possessive

sebagai

subject,

The answer of student 5

: antara whom dan which suka kebalik.

The answer of student 6

: Penggunaan who dan whom suka kebaik

The answer of student 7

: kesulitan dalam mengartikannya

The answer of student 8

: penggunaan Who

sebagai subject dan

Whom sebagai object suka ketukar. The answer of student 9

: kosakatanya sulit dan menentukan susunan kata menjadi adjective clausenya baik menjadi subject,object dan possessive sulit.

The answer of student 10

: bingung menyatukan who dengan kata apa ketika harus menentukan fungsinya sebagi subject. Takut salah suka kebalik.

The answer of student 11

: Who dan whom suka kebalik

The answer of student 12

: Pas menentukan Relative pronounnya

9. Kenapa Anda mengalami kesulitan mempelajari adjective clauses? The answer of student 1

: kurang memperhatikan

The answer of student 2

: kurang mengerti terjemahannya

The answer of student 3

: tidak memperhatikan

The answer of student 4

: tidak memperhatikan waktu dijelaskan

The answer of student 5

: tidak memperhatikan

The answer of student 6

: kurang tahu arti

The answer of student 7

: kurang memperhatikan

The answer of student 8

: tidak memperhatikan

The answer of student 9

: agak melamun tadi, jadi kurang paham

The answer of student 10

: sedikit memperhatiin, jadi kurang mengerti

The answer of student 11

: tidak memperhatikan

The answer of student 12

: sedikit kurang paham

10. Apakah Anda mampu memahami dan mengikuti apa yang guru jelaskan tentang adjective clauses? The answer of student 1

: bisa

The answer of student 2

: bisa

The answer of student 3

: bisa sedikit

The answer of student 4

: bisa

The answer of student 5

: bisa

The answer of student 6

: sedikit bisa

The answer of student 7

: bisa

The answer of student 8

: bisa

The answer of student 9

: bisa

The answer of student 10

: sedikit

The answer of student 11

: bisa

The answer of student 12

: bisa

Appendix 6 The names of students’ interviewee: 1 = A. Hay M. 2 = Annisa F 3 = Ervina R 4 = Jamaludin 5 = Linda J 6 = Neneng N 7 = Pipin S 8 = Siti N 9 = Dita N 10 = Baharudin 11 = Lilas S 12 = Windi A

Appendix 7

The Profil of MAN Cijeruk a. Vision Preparing a characterized and good quality school in the academic based on IMTAQ and IPTEK.

b. Mission 1). Preparing the education that orientates on scientifical, moral, and social qualitygraduate. 2). Improving the quality of human resources based on IMTAQ and IPTEK through the effective, efficient, active, innovative, and gratifying learning process.

3). Improving the best spirit in science and technology, religion, culture, and skills for all

human resources.

c. Purpose 1). Increasing the scientific attitude, moral, and social in life. 2). Creating the competitive human resources in globalization era. 3). Creating the condusive condition based on the religion, scientific, and technology values. 4). Creating the scientific and good attitude graduate. 5). Holding the optimal service for every members of school and stakeholder.

d. The History Madrasah Aliyah Negeri (MAN) Cijeruk was founded in 1996, based on the minister of religion certificate RI, number 515 A. In 1996, located at Ciburuy village where it rented in MI Pondok Gede. Therefore, in 1999, the location of MAN Cijeruk moved to SDN Pangarakan 1 at Cibandawa village.

In 1998 to 2000, the head master with council of MAN submitted the application for the region goverment to get the area that could be made the building of MAN. Alhamdulillah in 2000-2001 MAN Cijeruk got the project from the region goverment to make a building located from the province office of West Java, ADB loan fund 1519 (SK pimpro No.042/DMAP/V/2000 on April, 02, 2001). Besides, the region goverment succeded on helping the area about 1.500 M2 in Cijambu village, Bogor region. At that time, it could be built eight class with all students are 300. The condition of MAN as the part of national education system becomes increasing and it needs the attention from all parties, especially the department of religion. One of the efforts to develop

Madrasah Aliyah is the study program

system along with the effort in managing and organizing education as well as through MAN Model, in skill aspect for giving the supplies in order to that the students can applicate their skills in any aspect of life. The identification of Madrasah and the head master: 1. Identity of Madrasah Name of Madrasah

: Madrasah Aliyah Negeri (MAN) Cijeruk

Founded

: 1996

Address of Madrasah

: Jl. Stasiun Cigombong Cijambu, Cisalada Village

Telephone Number

: (0251) 220 839

Subdistrict

: Cigombong

Region

: Bogor

Province

: west java

2. Identity of headmaster at MAN Cijeruk In 1996-2001 leaded by Name

: Drs. Muhammad Nizar, S.Ag

NIP

: 150 192 539

Grade

: IV/A

Post-graduate

: S.1 (IAIN) Sunan Gunung Djati Bandung

Faculty/ department

: Tarbiya PAI

MAN Cijeruk has done fourth times mutations by the head master who managed it : In 2001 -2003 leaded by Name

: Drs. Hawasi

NIP

: 150 240 222

Grade

: IV/A

Post-graduate

: S.1 (IAIN) Sunan Gunung Djati Bandung

Faculty/ department

: Syariah/ Pidana Perdata Islam

In 2003-2008 leaded by Name

: Drs. H. Husin Abas

NIP

: 150 245 093

Grade

: IV/A

Post-graduate

: S.1 (IAIN) Sunan Gunung Djati Bandung

Faculty/ department

: IKIP (Tadris Bahasa Arab)

In 2008- now, leaded by : Name

: Drs. M. Taufiqurrahman

NIP

: 195111051979031002

Grade

: IV/A

Post-graduate

: S.1 (IAIN) Sunan Gunung Djati Bandung

Faculty/ department

: Tarbiya ( Indonesian language education )

Curriculum The school uses the curriculum of department of religion School Accreditation : B Address of School

: Jl. Stasiun Cigombong Kp. Cijambu Ds. Cisalada Kec.

Cigombong Kabupaten Bogor Telp./Fax. (0251) 8220839. email:[email protected]

h. Human Resources and Management Resource and management in teaching and learning activities 1) Human resources of human (SDM) - the headmaster - the vice of headmaster - curriculum - the society relationship - teachers - counselor/ BP Teacher - staff Administrative office - librarian - laborer 2). Resource of the school facilities - the headmaster’s room - the vice of headmaster’s room - staff administration room - the counseling’s room - OSIS’s room - Musholla - Library - IPA laboratory - computer laboratory - the field of sport

3). Learning Facilities Learning facilities consist of media and sources of learning. a). Source of learning - Students textbook - Library (reference, general book, dictionary, scientific book, encyclopedia, etc)

b). The Media of learning - Type recorder equipment - Computer - Laboratory c). Teachers’ Data The teachers’ data of MAN 4 Cijeruk Bogor are as follows: NO

Name/NIP

Position

Subject Matter

1.

Drs. M.Taufiqurahman

Headmaster/PNS

Indonesian Language

2.

Dra. Dedeh Suprida

Teacher/PNS

Economy

3.

Asep Firdaus SPd

Curricullum/PNS

fiqih

4.

Dra. Euis Juariah

Teacher/PNS

English

5.

Nur Eliyah Suparti, S.Ag

Teacher/ PNS

Indonesian Language

6.

Drs. Abdullah

Teacher/PNS

History

7.

Sukarna Wijaya, S.Pd

Teacher/ PNS

English

8.

Drs. Ahyarudin

Teacher/ PNS

Aqidah Akhlaq

9.

Udin Saepudin, S.Ag

Teacher/ PNS

Gymnastic

10.

Rahmawati, S.Ag.,M.Ag

Teacher/ PNS

fiqih

11.

Lia Marliana, S.Ag

Teacher/ PNS

Math

12

Deden, S.Ag.,S.Pd,.M.Si

Vice headmaster/PNS

Biology

13.

Drs. Ahmad Suryadi, M.Pd.I

Teacher/ PNS

Arabic

14.

Drs. A. Hidayat

Teacher/ PNS

Indonesian Language

15.

Agus Suhendar, S.Ag

Teacher/ PNS

SKI

16.

Deden Lesmana, S.Pd

Teacher/ PNS

Physic

17.

Ade Gunawan, S.Pd

Teacher/ PNS

Chemistry

18.

Yulia Ramadani, S,Pd

Teacher/ PNS

Biology

19.

Sulastri, S.SI.,S.Pd

Teacher/ PNS

Physic

20.

Wahdayani, S.Ag

Teacher / PNS

Indonesian Language

21.

Badrudin, S.Ag

Teacher / PNS

Arabic

22.

Drs. Hasyim,.M.Ag

Teacher/non-PNS

Arabic

23.

Nano Supriyono, .SPd.I

Teacher/ non-PNS

TIK

24.

HJ. Lilih, .S.S

Teacher/non-PNS

History

25.

Entan Sutrisna, S.Pd

Teacher/non-PNS

Math

26.

Andi Iskandar, S.SOS.,S.Pd

Teacher/non-PNS

Sociology

27.

Rena, S.Pd.I

Teacher/ non-PNS

Civic education

28.

Rina Herawati, S.Pd.I

Teacher/ non-PNS

fiqih

29.

Astri, S.Pd

Teacher/non-PNS

Geography

30.

Nita Nu’syaban, SE

Teacher/non-PNS

economy

31.

Dewi Purwanti, S.Psi

Teacher/ non-PNS

Counselor

32.

Eva Rusliani Muslim

Teacher/non-PNS

Gymnastic

33.

Musfiqi Hakiki, S.Pd.I

Teacher/non-PNS

Arabic

34.

Fuji Lestari

Teacher/ nonPNS

The constructor of Scout

35.

Taufiq

Teacher/ non-PNS

The constructor of Scout

36.

Ruslan

Teacher/ non PNS

The constructor of PMR

37.

Rizkiana

Teacher/non-PNS

Librarian

13April2011 IakartaNo : Istimewa Lamp :1(satu)berkas Hal : PengajuanJudul Skripsi KepadaYth, KetuaJurusanPendidikanBahasatrggis FakultasTarbiyahdan IImu KeguruanUIN Syarif HidayatullahJakaxta Di Tempat Assalamu' alaikumWr. Wb. Salamsejalrterateriring doa kami sampaikan,semogabapaksenantiasaberadadalam lindunganAllah SWT. Jugaselalusuksesdalamektifitas sehari-hari Sehubunganakan berakhimyamasastudi ProgramStrataSatu(Sl) yang sedangsaya tempuh,makasayayangbertandatangandi bawahini Nama NIM Semester Jurusan/Fakultas

Ahmad Syarif 107014000306 VM PendidikanBahasaInggris/FITK

terteraberikut ini : Bermaksudmengajukanjudul skripsi sebagaimana * YEAR STUDENTSOF FACED TIIE SECOND BY S9ME DIFFICULTIES MADRASAH ALIYAH IN LEARNING ADJECTTVECLAUSES'' (A CaseStudyat The SecondYear Studentsof MAN a Cijeruk) Dan sebagaibahanpertimbangan,sayalampirkan: 1. Coverdepanbeserta JudulSkripsi 2. Outline 3. Abstraksi 4. Daftm PustakaSementara Demikian surat ini sayabuat denganharapandapatditerima. Atas perhatiannyasaya ucapkanterima kasih. Wassalamu'alaikum Wr. Wb.

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Jurusan /Prodi Pendidikan Bahasainggris Semester

IX (Sembilan)

adalah benar marrasiswapada Fakurtas Irmu Tarbiyah dan Keguruan uIN Syarif HidayatullahJakalla dan sehubungun a"ngun penyelesaian tugas nratakuliah ,,Skripsi,,, mahasiswatersebutmemerlukanobr".uu.i d"ngui pihak terkait. oleh karena itu, karni mohon kesediaan Saudara untuk m"n"ri*a mailasis*a tersebut dan memberikan bantuannya. Dernikianlah, atasperrratian dan bantuanSaudarakami ucapkanterimakasih. WassaIamu'alai kum y,r.wb.

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: A h m a dS y a r i f

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JudulSkripsi

: " Analysis on the Difficurtiesfaced by the students in

learning AdjectiveClauses" adalahbenarmahasiswa/i Fakultas llmuTarbiyah danKeguruan UINJakartayang sedang menyusun skripsi, dan akan mengaJat