CHAPTER I INTRODUCTION
D. Concept of Difficulties 1. Definition of difficulties
According to Brown (2006:216) difficulty is mistakes, misjudgments, miscalculations, and error from an important aspect of learning in acquiring information. Difficulties in identifying are like when students identify a sentence but don’t know to differentiate between NP and VP so that they have mistaken in identifying. In connection, Rafiuddin (2010:47) stated that most of students in the sixth semester are difficult to divide sentence into immediate constituent until the single word are reached, therefore they also difficult to classify the function word of sentence. It is caused of the students’ low
mastering constituents of sentence. But it’s natural because they are still in learning process.
Difficulty is a relative concept of with objective and subjective legitimacy.
It also a comparative concept in that some starting point and a goal are indicated and unstated comparisons implied. It corresponds with Higa’s notion (1996) in Hadler (2005:12) states that warns of the danger of circular argumentation in assuming the existence of abstract concept such as difficulty.
When asked the definition a difficulty, student or a teacher may quantify the difficulty in terms of the effort needed to complete a task. Cronboach (1986) in Levine (2006:23) looks at difficulty in terms of anxiety, ‘which express motivation to avoid psychological failure’.
Based on the some point view above, difficulty is an abstract concept, which stuck in our mind. For example, the students are known that they get difficulty in writing, when they practice to write a sentence or paragraph on paper.
2. Difficulties in learning adjective and adverbial clause
It’s not easy to understand and use clauses especially in adjective and adverbial clause until someone faces the problem in learning it. Cook and Suter (1980:121) give two kinds of clauses problem. 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 fragment occur whenever someone uses a dependent clauses or part of an independent clause as if it I were a complete sentence. For example,
“because I need more money.” Here the writer has used a single adverbial clause as if it constituted a complex 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 “becauseI needed more money, I took a second job.” A second problem involving clauses concerns the matter of choosing between the relative pronoun who and whom.
The distinction between them can be explained in several ways, but since most. The distinction between them can be explained in several ways, but since most people are looking only for a simple test 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 approached, at least initially. The simplest test we know of is to determine whether a subject noun (or subject pronoun) follows the relative’s pronoun. If it does, then whom should be used; if not, the correct pronoun is who.
For example as follows:
1. The attorney whom I (subject pronoun) constructed refused my case.
2. The secretary whom Mrs.tucker (subject noun) hired a super typist.
3. The doctor who treated me is from India.
4. The person who tutored me charge very little.
In practice many people find it sufficient just to see what kind of word follows the relative pronoun. If 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.
In addition, Swan (1980:20) gives the example of typical mistakes in adjective clause as follows;
1. There’sthe man who he teaches me the guitar.
2. I don’t likepeople which lose their temper easily.
3. I think you should stay faithful to the person whom you are married to These sentences are definitely wrong;
1. 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.
2. The second sentence is definitely wrong because the student don’t know the function of relative pronoun which when antecedents of person is used in this sentence who is used instead of which.
3. And the last it is definitely wrong because the students use informal language. The function of relative pronoun as object of prepositional does not put the preposition in the end of the sentence but before relative pronoun.
The correct sentences as follows:
1. There’sthe man who teaches me the guitar.
2. I don’t like people who lose their temper easily.
3. I think you should stay faithful to the person to whom you are married Based on the explanation above, there some difficulties in learning clause especially about adjective clauses. The first 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 of preposition. The last is the lack of knowledge in clauses until someone makes fragment.