The study aims to find the student's difficulty and the factor that causing the students
to using relative clause. In collecting data, interview were carried out to find out the
students difficulty in using relative clause through open-ended question, and
questionnaires were given to students to get data on their responses to know the factor
that causing students difficulty in learning relative clause. This research was a
qualitative research, which used qualitative descriptive as a research design.
Technique of selected sample used was purposively that consists of 10 students in the
second grade exact program. Generally, the problem focus on that there are a lot of
students could not differentiate the usage of relative clause. The result of the analysis
show that there are three students difficulties in using relative clause: comprehension,
using unnecessary pronoun, and using the wrong relative clause. The result of
analysis also show that there are three factor that causing students difficulty in using
relative clause: motivation, educational background, teaching method. It assumes that
the second grade of Sma Negeri 12 Bone still many difficulties in using relative
clause.
A. Conclusion
Based on the research finding and discussion, the researcher has conclusion
about students’ difficulties in using relative clause and factors causing students’
difficulties. It can be found that:
1. The students had some difficulties in using relative clause. The students of XI
MIPA 3 of SMA NEGERI 12 BONE get three difficulties. The first is they
had problems in comprehension relative clause. Second, they had problems in
using relative pronoun. The last, they also had problems in using unnecessary
pronoun. They found difficulties because relative clause has different function
and the usage. It caused them to have difficulties in using relative clause.
2.
There were three factors are the most commonly causing students’ difficulties
in learning relative clause. The first factor more causing students difficulties is
motivation. There were five sub-factor concern with motivation; lack of
interest, learning relative clause for getting good mark, no desire to learn, less
interest in doing exercise, and lazy to learn relative clause. The second is
teaching method as factor of students difficulties. There were four sub-factors
concern with teaching method; uninteresting method, unclear explanation,
unclear instruction, and do not give clear example. The last factor is concern
with educational background. There are two sub-factors concern with
educational background; lack of background educational knowledge about
relative clause in previous school, and never joined English grammar course.
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B. Suggestion
Based on the research findings, the following suggestion are recomended
for English teacher, the students, and future researchers.
1. For the English teacher
This study give detailed information about the students’ problems in
learning relative clause. There are a lot of problems that students got in
learning relative clause. The teacher should try to give more detail explanation
about relative clause. The teacher should gives more examples in the each of
relative clause because it is really complicated for students.
2. For the students
The students should more pay attention when the teacher give
explanation about relative clause. They do not only have to listen the
explanation but also practice to construct relative clause correctly because it is
not easy to construct relative clause. The students also should more practice
about the usage of each relative clause into their study efficiently and
effectively.
3. For the future researcher
It is also suggested to the furher researcher who want to analyze about
students’ difficulties in relative clause. The previous study limits with three
difficulties in learning relative clause. It is chance for other researchers to
conduct the research in the same topic with different aspect. But, it would be
better to analyze with differents aspect of grammar. The future researcher can
be conducted with different aspect of grammar, for example: conditional
sentence, modal, and so on.

STAR20200165

165/2020

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