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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.
i
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
v
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
1
Undang-undang Republik Indonesia Nomor 20 Tahun 2003 ”Sistem Pendidikan Nasional,” dari
http://www.inherent-dikti.net/files/sisdiknas.pdf, 30 Juli 2011.
1
2
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.
3
„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.”
4
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.
4
- 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
6
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).
5
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.
6
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.
7
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.
7
8
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.
9
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
6
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.
10
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.
7
Carl James, Errors in Language Learning and Use, (New York: Longman, 1998), p. 89.
Heidi Dullay, Language…, p. 146
8
11
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.
12
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.
13
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.
10
14
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.
11
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.
15
- 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
16
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.
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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 :
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*
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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.
Menyetujui
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Drs.NasrunMahmud
NIP:150041070
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Nama
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NIM
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OF II,L4DMSAHALIYAH IN LEARNINGADJECTIVE CLIUSFS (A
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Nomor: Un.0llFt.iT1.022/6 | o2J20ll
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Hal
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KepadaYth.
KepalaMA Negeri4Cijeruk
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Denganhormatkami sampaikanbahwa:
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NIM
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Jurusan
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Semester
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adalah benar marrasiswapada Fakurtas
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zuBAT PERMOHONAN
IZINPENELITIAN
Nomor: Un.01/F.
1 tKM.O1
.3/b) pltz}11
Lamp : Outtine/proposal
Hal : Permohonan
lzin penefitian
Jakarta, 11 Juli 2011
Kepadayth.
Drs.M.Taufiqurrahman
di
Tempat
Assalamu,alaikum wr.wb.
Denganhormatkamisampaikan
bahwa,
Nama
: A h m a dS y a r i f
NIM
: 10 7 0 1 4 0 0 0 3 0 6
Jurusan
: PendidikanBahasaInggris
Semester
: lX (Sembilan)
T a h u nA ka d e mi k
:2 01012011
JudulSkripsi
: " Analysis on the Difficurtiesfaced by the
students in
learning
AdjectiveClauses"
adalahbenarmahasiswa/i
Fakultas
llmuTarbiyah
danKeguruan
UINJakartayang
sedang menyusun skripsi, dan akan
mengaJat<aripeneritian(riset) d;
instansi/sekolah/madrasah
yangSaudarapimpin.
Untuk itu kami mohon saudara dapat
mengizinkanmahasiswatersebut
melaksanakan
penelitian
dimaksud.
Atasperhatian
dankerjasamasaudara,kamiucapkan
terimakasih.
Wassal
amu'aIaikum wr.wb.
idikan BahasaInggris
\
Tembusan:
1. DekanF|TK
DekanBidangAkademik
? Pembantu
3. Mahasiswa
yangbersan!kutan
.Pd
212 199103
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KABUPATEN BOGOR
Alamat : Jl. StasiunCigombongKp. Cijambu Ds.CisaladaKec.CigombongKab. BogorTelp./Fax.(0251)8222509
SURAT
KETERANGAN
Nomor
: Ma.1
1
0.10/PP.006/156/201
Yangbertanda
tangan
di bawahini Kepala
Kabupaten
Madrasah
AliyahNegeri(MAN)Cijeruk
Bogor
menerangkan
bahwa
:
Nama
:
AHMAD
SYARIF
TTL
:
Bogor,
16Juni1987
Alamat
: Kp.Cienggong,
Desa
Cisalada.
Kec,Cigombong.
Kab. Bogor
NIM
: 107U4400306
Jurusan
: Pendidikan
Inggris
Bahasa
Jenjang
Pendidikan
:51
2011.
Benaryangbersangkutan
telahmelaksanakan
Penelitian
disekolah
kamipadatanggal
06-14Oktober
Demikian
suratketerangan
inidibuat
mestinya.
untuk
dandipergunakan
sebagaimana
diketahui
002
NrP.195111051979031
7
&
K,
UINJAKARTA
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Juanda Na gS Ciputat 15412 lndonesia
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:
Hal
HASIL UJIAN KOMPREHENSIF
Ketua/Sekretaris
Jurusan/Program
Studi... .f "*${FFa^
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KEMENTERIAN
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UIN JAKARTA
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Jl. lr- H. Juanda No 95 Ciputat 15412 Indanesia
No. Dokumen :
Tgl. Terbit
:
F|TK-FR-AKD{Ag
'l Maret
201O
NO. Hevtst:
0
:
Hal
SURAT PERNYATAANKARYA SE N D I R I
1/1
Sayayang bertandatangan di bara,ahini.
Nama
:.Ah.ma.d..
.S.U.er.i.f
Tempat/Tgl.Lahir
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2.
denganini menyatakan bahwa skripsi yang saya
buat benar-benarhasil karya sendiri
dan
sayaberlanggungjawab secaraakademisatasapa yang
sayatulis.
Iakarta, | -r 2- Lo tl
lt/ahasis\r'a Ybs.
ddm'[ffi&.-o-:_r*il,
N I M .r O t < o 0 0 3 0 6
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No.
Lamp.
Hal.
: Istimewa
: P"nga.luanPerubahanJudul Skripsi
KepadaYth,
Drs. Syauki,M.pd
KetuaJurusanBahasaInggris
UIN Syarif Hidayatullah Jakatra
Di
Tempat
Assalamu'alaikumWr.Wb.
Segalapuji bagi Allah SWT, Tuhan semestaalam, shalawatdan salam semogatercurah
selalu kepada Nabi Muhammad SAW. Doa dan harapan semoga Bapak biserta Staf
senantiasa
suksesselaludalammenjalankanaktifitassehari-hari.
Selanjutnyasayayang bertandatangandibawahini:
Nama
NIM
Jurusan
Semester
Ahmad Syarif
107014000306
PendidikanBahasaInggris
IX (sembilan)
Denganini sayamengajukanperubahanjudul skripsi,denganjudul awal:
SOME DIF'FICULTIES FACED BY TIIE SECOA{D YEAR
MADRASAH ALTYAI{ IN LEARIIING ADJECTIVE CLAUSES
STUDENTS OF
Menjadi:
AN ANALYSIS OF STITDENTS' ERRORS IN USING ADJECTTVE CLAUSES
Demikianlah surat permohonan ini saya ajukan, semogaBapak berkenan menyetujuinya.
Atas perhatiannyasayaucapkanterima kasih.
Jakarta,30 November 20ll
DosenPembimbing
Drs.NasrunMahmud.M.Pd
Pemohon
Ahmad Svarif
My Biography
My name is Ahmad Syarif. I was born on June, 16th 1987. I
have a great family. My favorite sports are Playing Soccer,
Badminton, and boxing. Reading book and teaching English are my
daily activity. Actually. I have a dream. I want to be a minister of
religion and Lecturer.
“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” is my motto.
My favorite books are about applied and pure linguistic. Moreover, I
also like religion books.
After
graduating
at
State
Islamic
University
Jakarta,
Godwilling, I am going to take master of degree and teaching at
school.