CHAPTER I

INTRODUCTION

Nowadays, education has the main role in someone’s life. It has the relation for

getting job. Every people in the world compete to get the better job. The better in

education will get the better job. Moreover, better job means better life. As we know in

Indonesia, education is the one factor that always is developed by the government.

Therefore, many parents are conscious to choose the school that has good quality to their

children. They hope their children will get the best life in the future. It leads many schools

develop their quality of education by improving the quality of teachers, materials in

learning process, school rules etc.

As we know, English is the international language that makes people around the

world will be able to communicate each other’s by using it. Thus, many people in the

world learn English. In Indonesia, English is the one of the subjects that is taught in every

school, which takes part in developing quality of education. English is the one of some

subjects that should be passed by students as the final examination in the last level of

education. Thus, it can be the way of student’s success.

Lately, many schools have International standard which English as the language

that is used as the medium of instructions in school environment. So, all subjects in the

school are taught by using English language. It is one of the ways to develop quality of

education and the quality of the graduates especially in using English.

As a language, English includes four language skills and language components.

The four language skills are listening, speaking, reading and writing which has integration

of each other’s. The language skills are divided into two types. They are productive skills

that include speaking and writing and receptive skills include listening and reading.

English has many components also. One of them is grammar. While we use English,

whether it is listening, speaking, reading and writing it means we use grammar too.

Grammar includes conjunction, tenses, preposition etc. All of those parts need to be

learned.

Simple present tense is the one of the sixteen tenses in English. It uses to express

the habitual action and the fact of something or general truth. It also uses to make a

command to other. Simple present tense is tense that often use in conversation or written

text. Therefore, every student should able to understand and able to use it correctly.

In Junior High School, Senior High School even in the University in Indonesian

education system, we will find this type of tenses. If the students of Junior High School

are not able to use this tense, they will be get the difficulty in next level of education. Also

in communication, that uses English. They will get many problems to make a sentence

whether it is affirmative, negative or interrogative; furthermore, they are not easy to state a

statement or command to others.

In this research, a researcher wants to find what the problems in using simple

present tense of students in junior high school are. Researcher thinks that this type of

tense is important to be mastered in Junior High School because it is useful and will be use

in others level of education and in communication.

CHAPTER II

GRAMMAR

2.1 Definition and Part of Grammar

When we talk about definition of grammar, we can find many opinions about it.

Base on Whitney, English grammar is a description of the usages of the English language

by good speakers and writers of the present day. A description of account of the nature,

build, constitution, or make of a language is called its grammar (Meiklejohn). Grammar

teaches the laws of language, and the right method of using it in speaking and writing

(Patterson).

The grammar of a language is the description of the ways in which can change

their forms and can be combined into sentences in that language. If grammar rules are too

carelessly violated, communication may suffer (Jeremy Harmer). Based on Brown

(2001:362) grammar is the system of rules governing the conventional arrangement and

relationship of words in a sentences.

Grammar is the science of letter; hence the science of using words correctly

(Abbott). According to Richard Grant White, The English word grammar relates only to

the laws, which govern the significant forms of words, and the construction of the

sentence.

The other said, grammar is the system of a language. People sometimes describe

grammar as the "rules" of a language; but in fact no language has rules. If we use the word

"rules", we suggest that somebody created the rules first and then spoke the language, like

a new game. But languages did not start like that. Languages started by people making

sounds which evolved into words, phrases and sentences. No commonly-spoken language

is fixed. All languages change over time. What we call "grammar" is simply a reflection of

a language at a particular time.

For many years grammars have told us about the written language so that, for

example, we confidently state that a sentence needs at least a subject and a verb, which

can be followed by an object (as in I like biscuits), by a complement (He is British) or by

an adverbial (She lives in Prague). We know that questions are often formed by inverting

the order of subject and verb (Is he British?) or (where there is no auxiliary present)

bringing in an operator for this function (Do you like biscuits?).

English grammar is the science, which treats of the nature of words, their forms,

and their uses and relations in the sentence. All the words in the English language are

divided into nine great classes. These classes are called the Parts of Speech. They are

Article, Noun, Adjective, Pronoun, Verb, Adverb, Preposition, Conjunction and

Interjection.

The words a, an, and the are generally called articles and sometimes classed as a

separate part of speech. In function, however they can be grouped with the demonstrative

adjectives that are used to point things out rather than describe them.

There are two types of articles. They are definite article and indefinite article. The

is called the definite article because it points out a particular object or class. For example,

This is the book I was talking about. A or an is called the indefinite article because it

points out an object but not any particular specimen. A is used before words beginning

with a consonant sound or an aspirated h. An is used before words beginning with vowel

sound. For example, a book, a dog, a umbrella, an honorable man.

Noun is a word used to describe a person, place, thing, event, idea, and so on.

Noun represent one the main elements of sentences, along with verbs, adjectives,

preposition and article. Noun usually function as subjects or objects within sentences.

Although they can also act as adjectives and adverbs.

There are seven types of nouns. They are:

1. Proper nouns

Used to describe a unique person or thing, proper nouns always start with a capital

letter. Examples include Mary, India, and Manchester United.

2. Common nouns

Common nouns are used to describe persons or things in general. Examples

include girl, country, and team.

3. Concrete nouns

Nouns that can be perceived through the five senses are called concrete nouns.

Examples include ball, rainbow and melody.

4. Abstract nouns

Nouns that cannot be perceived through the senses are called abstract nouns.

Examples include love, courage, and childhood.

5. Countable nouns

Countable nouns can be counted. They also have both a singular and plural form.

Examples include toys, children and books.

6. Uncountable nouns

These nouns usually cannot be counted, and they do not have a plural form.

Examples include sympathy, laughter and oxygen.

7. Collective Nouns

Collective nouns are used to describe groups of things. Example include flock,

committee and murder.

Adjective is a word that describes a noun. Adjective is usually places in front of

the noun. There are two kinds of adjectives. They are attributive and predicative. An

adjective is used attributively when it stands next to a noun and describes it. For example,

the black cat climbed a tree. An adjective is used predicatively when a verb separates it

from the noun or pronoun it describes. For example, the crowd was furious.

The verbs that can be completed by predicate adjectives are called being verbs or

copulative verbs. They include all the forms of to be and sensing verbs like seem, feel, and

taste.

Pronouns are used to replace nouns within sentences, making them less repetitive

and mechanic. There are several types of pronouns, they re;

1. Subjective personal pronouns

These pronouns act as subjects within sentences. They are I, you, they, he, she,

it and we

2. Objective personal pronouns

These pronouns act as the object of verbs within sentences. They are me, you,

him, her, us, them, and it.

3. Possessive personal pronouns

These pronouns are used to indicate possession, and they are placed after the

object in question (as opposed to possessive adjectives like my and your, which

are placed before the object). They are mine, yours, his, hers, ours, theirs and

its.

4. Reflexive pronouns

This special class of pronouns is used when the object is the same the subject

on the sentence. They are myself, yourself, himself, herself, ourselves,

themselves and itself.

5. Interrogative pronouns

As you probably guessed these pronouns are used to ask questions. They are

what, which, who, whom and whose.

6. Demonstrative pronouns

These pronouns are used to indicate a noun and distinguish it from other

entities. Notice that demonstrative pronouns replace the noun (while

demonstrative determiners modify them) they are this, that, these, those.

7. Indefinite pronouns

Indefinite pronouns do not refer to a specific thing, place or person. There are

many of them, including anyone, anywhere, everyone, none, someone and so

on.

Verb is a word that serves as the predicate of a sentence or a content word that

denotes an action or a state. English has three kinds of verbs: transitive, intransitive, and

incomplete. Both transitive and intransitive verbs are action verbs

1. Transitive Verbs

A verb is transitive when the action is carried across to a receiver (the direct

object). For example, The farmer grows potatoes.

2. Intransitive Verbs

A verb is transitive when the action stays with the verb. It is not carried across

to a receiver. Adding preposition phase to modify the verb does not change the

fact that the action remains with the subject. For example, Corn grows in the

fields.

3. Incomplete Verbs

There are three types of incomplete verbs:

a. Being verbs also called linking or copulative verbs to be, seem, become,

taste, smell, sound, feel. For example, He feels depressed.

b. Auxiliary verbs also called helping verbs. Be, have, shall, will, do, and

may. For example, He could have gone earlier.

c. Semi-auxiliary verbs. Must, can, ought, dare, need. For example, You must

not go.

English verbs are said to have two voices: active and passive. Active voice when

the subject of the sentence performs the action. It is divided into three types. They are

imperative mood that expresses command, prohibition, entreaty, or advice; subjunctive

mood that expresses doubt or something contrary to fact and can be used to express a

wish; infinitive mood that expresses an action or state without reference to any subject, it

can be the source of sentence fragments when the writer mistakenly thinks the infinitive

form is a fully-functioning verb.

Adverb are used to describe or modify a verb, adjective, clause, or another adverb.

Basically they modify everything except nouns and pronouns (which are modified by

adjectives). For example, he was running fast.

Prepositions are used to link nouns and pronouns to other words within a sentence.

The words linked to are called objects. Usually prepositions show a spatial or temporal

relationship between the noun and the object. Here is a list with the most common

prepositions: about, above, after, among, around, along, at, before, behind, beneath,

beside, between, by, down, from, in, into, like, near, of, off, on, out, over, through, to, up,

upon, under, and with. For example, the cat is under the table.

A conjunction joins a words and groups of words. There are two classes of

conjunction: co-ordinate or coordinating and subordinate or subordinating. Co-ordinate

conjunctions: and, but, either…or, neither…nor. For example, Mother and Father are

driving me to New Orleans. Subordinate conjunctions: that, as, after, before, since, when,

where, unless, if. For example, Since you can’t get away, we’ll go without you. The

relative pronouns who, whom, which, and that are used in the same way that subordinate

conjunctions are. The difference is that the relative pronouns serve three purposes at once:

1. They stand for a noun in the main clause

2. They connect the clauses

3. They serve as a subject or object word in the subordinate clause

Interjections come from a Latin word that means “throw between” it is a word or

phrase that is thrown into a sentence to express an emotion. For example, Goodness, how

you’ve grown!. All the impolite expressions that we call expletives are interjections.

2.2 The Tenses of English

Tense is a grammatical category, typically marked on the verb, that deictically

refers to the time of the event or state denoted by the verb in relation to some other

temporal reference point. Tenses merupakan bentuk-bentuk perubahan kata kerja dalam

tata bahasa yang menunjukkan suatu kejadian atau perbuatan yang sesuai dengan waktu

atau kejadiannya (Anton Hermawan). There are sixteen tenses in English.

The functions of simple present tense are to talk about actions we see as long term

or permanent, talk about regular actions or events, talk about facts, talk about future facts,

usually found in a timetable or a chart, talk about our thoughts and feelings at the time of

speaking. Although these feelings can be short-term, we use the present simple and not the

present continuous.

Table of English Tenses

Tense Affirmative/negative/ question

Use Signal words

Simple Present A: He speaks.N: He does not speak.Q: Does he speak?

action in the present taking place once, never or several times

facts

actions taking place one after another

action set by a timetable or schedule

always, every …, never, normally, often, seldom, sometimes, usuallyif sentences type I (If I talk, …)

Present Progressive A: He is speaking.N: He is not speaking.Q: Is he speaking?

action taking place in the moment of speaking

action taking place only for a limited period of time

action arranged for the future

at the moment, just, just now, Listen!, Look!, now, right now

Simple Past A: He spoke.N: He did not speak.Q: Did he speak?

action in the past taking place once, never or several times

actions taking place one after another

action taking place in the middle of another action

yesterday, 2 minutes ago, in 1990, the other day, last Fridayif sentence type II (If I talked, …)

Past Progressive A: He was speaking.N: He was not speaking.Q: Was he speaking?

action going on at a certain time in the past

actions taking place at the same time

when, while, as long as

action in the past that is interrupted by another action

Present Perfect Simple

A: He has spoken.N: He has not spoken.Q: Has he spoken?

putting emphasis on the result

action that is still going on

action that stopped recently

finished action that has an influence on the present

action that has taken place once, never or several times before the moment of speaking

already, ever, just, never, not yet, so far, till now, up to now

Present Perfect Progressive

A: He has been speaking.N: He has not been speaking.Q: Has he been speaking?

putting emphasis on the course or duration (not the result)

action that recently stopped or is still going on

finished action that influenced the present

all day, for 4 years, since 1993, how long?, the whole week

Past Perfect Simple A: He had spoken.N: He had not spoken.Q: Had he spoken?

action taking place before a certain time in the past

sometimes interchangeable with past perfect progressive

putting emphasis only on the fact (not the duration)

already, just, never, not yet, once, until that dayif sentence type III (If I had talked, …)

Past Perfect Progressive

A: He had been speaking.N: He had not been speaking.Q: Had he been speaking?

action taking place before a certain time in the past

sometimes interchangeable with past perfect simple

putting emphasis on the duration or course of an action

for, since, the whole day, all day

Future I Simple A: He will speak.N: He will not speak. Q: Will he speak?

action in the future that cannot be influenced

spontaneous decision

assumption with regard to the future

in a year, next …, tomorrowIf-Satz Typ I (If you ask her, she will help you.)assumption: I think, probably,

perhaps Future I Simple

(going to)

A: He is going to speak.N: He is not going to speak.Q: Is he going to speak?

decision made for the future

conclusion with regard to the future

in one year, next week, tomorrow

Future I Progressive A: He will be speaking.N: He will not be speaking.Q: Will he be speaking?

action that is going on at a certain time in the future

action that is sure to happen in the near future

in one year, next week, tomorrow

Future II Simple A: He will have spoken.N: He will not have spoken.Q: Will he have spoken?

action that will be finished at a certain time in the future

by Monday, in a week

Future II Progressive A: He will have been speaking.N: He will not have been speaking.Q: Will he have been speaking?

action taking place before a certain time in the future

putting emphasis on the course of an action

for …, the last couple of hours, all day long

Conditional I Simple A: He would speak.N: He would not speak.Q: Would he speak?

action that might take place

if sentences type II(If I were you, I would go home.)

Conditional I Progressive

A: He would be speaking.N: He would not be speaking.Q: Would he be speaking?

action that might take place

putting emphasis on the course / duration of the action

 

Conditional II Simple A: He would have spoken.N: He would not have spoken.Q: Would he have spoken?

action that might have taken place in the past

if sentences type III(If I had seen that, I would have helped.)

Conditional II Progressive

A: He would have been speaking.N: He would not have been speaking.Q: Would he have been speaking?

action that might have taken place in the past

puts emphasis on the course / duration of the action

 

2.3 The Simple Present Tense

Digunakan untuk menyatakan suatu perbuatan yang berlangsung pada waktu

sekarang yang merupakan suatu kebiasaan (habitual action) atau suatu kebenaran yang

tidak bisa dipungkiri (general truth) dalam bentuk sederhana (Farhan Fadhli,1998). In

general, the simple present tense expresses events or situations that exist always, usually,

habitually; they exist now, have excited in the past and probably will exist in the future.

2.3.1 Simple Present – Form

The using of be:

am with the personal pronoun II

is with the personal pronouns he, she or it (or with the singular form of nouns)

are with the personal pronouns we, you or they (or with the plural form of nouns)

Example: I am hungry.

  Affirmative Negative Question

I I am. I am not. Am I?

he/she/it He is. He is not. Is he?

you/we/they

You are. You are not. Are you?

The using of have and has:

have with the personal pronouns I, you, we und they (or with the plural form of

nouns)

has with the personal pronouns he, she, it (or with the singular form of nouns)

example: I have a dog. / I have got a dog.

'have got' is mainly used in British English. You can also use 'have' on its own

(especially in American English). In this case, however, you must form negative

sentences and questions with the auxiliary verb 'do' (see 'All other verbs').

  Positive Negative Question

I/you/we/they I have got. /

I have.

I have not got. /

I do not have.

Have I got? /

Do I have?

he/she/it He has got. /

He has.

He has not got. /

He does not have.

Has he got? /

Does he have?

Negative sentences and questions are formed with the auxiliary verb 'do'. The 3rd

person singular of 'do' is 'does'. This means that in negative sentences and questions the 's'

of the main verb is placed behind 'do'.

CHAPTER III

ANALYSIS

3.1 Result

In this research, after researcher hold the test for the subject in the research,

researcher finds the problems that students have in using simple present tense. Many of

them are not able to answer all of the questions correctly. Many of the problems are the

difficulties and confusion in answering the questions because they do not have ability to

determine the subject that is used in sentence. Therefore, they still confuse to decide the

answer for question about the using of subject and verb in simple present tense.

3.2 The questions and the answers

There are ten questions about simple present tense at part one in multiple-choice

items. They are:

1. Mira … a book.a. read c. is readb. reads d. was read

2. The birds … into the skya. fly c. is flyb. flies d. was fly

3. I … a flower in my gardena. Has c. haveb. Is having d. are having

4. The cats … like fruitsa. does not c. do notb. do d. does

5. My brother does not …to cooka. like c. is likeb. likes d. was like

6. Everybody … two eyesa. has c. haveb. are having d. were having

7. … you like chocolate?a. are c. isb. do d. do

8. The sun … in the skya. shines c. were shiningb. shine d. are shining

9. … the rabbit eat carrot?a. are c. amb. does d. do

10. They … sleep but they studya. does not c. do notb. do d. does

The answer these questions are:

1. Mira … a book.a. read c. is readb. reads d. was read

2. The birds … into the skya. fly c. is flyb. flies d. was fly

3. I … a flower in my gardena. has c. haveb. is having d. are having

4. The cats … like fruitsa. does not c. do notb. do d. does

5. My brother does not …to cooka. like c. is likeb. likes d. was like

6. Everybody … two eyesa. has c. haveb. are having d. were having

7. … you like chocolate?a. are c. isb. do d. do

8. The sun … in the skya. shines c. were shiningb. shine d. are shining

9. … the rabbit eat carrot?a. are c. amb. does d. do

10. They … sleep but they studya. does not c. do notb. do d. does

There are four questions about simple present tense at part two in completion word

items. They are:

1. I often … to school at seven o’clock

2. A cock … eat a mouse

3. Human … one nose

4. … they play a game?

The answer these questions are:

1. I often go to school at seven o’clock

2. A cock does not eat a mouse

3. Human has one nose

4. Do they play a game?

3.3 Data Analysis and Discussion

From all the questions in part one (multiple-choice items), just question number

seven that answered correctly by all students. The question is:

7. … you like chocolate ?a. are c. isb. does d. do

It is about the using of auxiliary word (do and does) in interrogative sentence in simple

present tense. In this case, none of the students has any difficulties to answer it. It means

they have ability to use and identify the using of do in interrogative sentence and are able

to determine the subject that is used.

However, in the part two (completion word items) on number four which the

objective is same as number seven at part one, two students’ answers are wrong. The

question is:

4. …they play a game?

Their answers are:

4. Go they play a game?

4. Do is play a game?

One student’s answer is totally wrong and another is wrong that is caused by to be that he

added after do. Actually, they should answer this question correctly because they are able

to answer the similar question before.

On number nine at part one, the objective is same with number seven and number

four at part two (completion word items). The objective of the question is to measure

students’ ability in determining the using of auxiliary verb in simple present tense base on

the subject in interrogative sentence.

The question is:

9. … the rabbit eat carrot?

a. are c. am

b. does d. do

The answer this question is does because the subject is rabbit. Rabbit is kind of

animal in singular form. Nevertheless, in this case just eleven students who answered

correctly. It shows they have difficulties to identify the subject that is used in a sentence so

they have difficulties to decide the auxiliary verb that should be used to make that

interrogative sentence complete and right.

Number one at part one is answered correctly by almost of all students. Twenty-

two of twenty-four students’ answer is right. The question is:

1. I often … to school at seven o’clock

I am sure this sentence is familiar for them, it is why many of them are able to answer it,

but two of them still have difficulties to answer it. They answer is same. That is:

1. I often do not to school at seven o’clock

I assume this wrong answer is cause of the hesitation about the question. Their

minds focus to add do or does on the blank space. They don’t think about the structure of a

sentence. This sentence needs a verb to make it right, structurally and acceptable.

Number one, two and eight at part one (multiple-choice items) have the similar

form too. It uses to measure students ability in using the correct verb in the correct form at

appropriate meaning in affirmative sentence base on the subject that is used in simple

present tense. The question are:

1. Mira … a book.

a. read c. is read

b. reads d. was read

2. The birds … into the sky

a. fly c. is fly

b. flies d. was fly

8. The sun … in the sky

a. shines c. were shining

b. shine d. are shining

The answer for number one is reads because the subject is Mira as the third person

in singular form so we need to add suffix –s at the verb that is used. Just four students

answered this number correctly. Some of students answered read and another students

answered is read for this number.

The answer for number two is fly because the subject is birds. Suffix –s at the

subject shows the subject (bird) in plural form so the verb should be infinitive without

s/es. The students who answered this number correctly are eight students. Some students

answered flies and another students answered is fly.

The answer for number eight is shines because the subject is sun as the thing in

singular form so the verb should be added by suffix –s. for this number just five students

answered correctly. Another answered shine.

Many mistakes that the students have done are caused of their interference about

the subject and the verb of the sentences. They think that if the subject in simple present

tense is singular form the verb should be infinitive without suffix –s or –es but if the

subject in simple present tense is plural form the verb should be infinitive form with suffix

–s or –es.

Number three and six at part one (multiple-choice items) and number three at part

two (completion word items) have the same objective. It to measure the students’ ability in

using have and has in simple present tense in affirmative sentence. The questions are:

Part one

3. I…a flower I my garden

a. has c. have

b. is having d. are having

6. Everybody…two eyes

a. has c.. have

b. are having d. were having

Part two

3. Human…one nose

The answer for number three at part one is have because the subject is I as the

singular subject. There are fifteen students answered correctly. Nine students answered

has.

The answer for number six is has because pronoun everybody in that sentence

indicates the singular subject of the sentence. Twelve students answered this question

correctly. The rest answered have.

The answer for number three at part two is has because human is person in singular

form. However, seven students answered correctly. It shows seventeen students’ answers

are false. Ten of them answered have; four students answered is have; two students

answered does and one student answered it is.

All of their mistakes are caused by their generalization in using have. They thought

word have can be used after all subjects in simple present tense. In fact, the rule shows that

have should add after subject I, you, we and they or subject in plural form. Moreover, has

should be add after subject he, she, it or subject in singular form. In this case, some of

students think that everybody and human show plural form so they choose the wrong

answer.

Number four and ten at part one (multiple-choice items) and number two at part

two (completion word items) have the same purpose. These questions are used to measure

the students’ ability in using auxiliary verb in negative sentence in simple present tense.

The questions are:

Part one

4. The cats…like fruits

a. does not c. do not

b. do d. does

10. They…sleep but they study

a. does not c. do not

b. do d. does

Part two

2. A cock…eat a mouse

The answer for number four is do not because the subject is the cats, suffix –s in

word cats as the subject indicates the subject in plural form. Although, do is suitable for

this question but base on general truth, cats do not like fruits so the answer should be in

negative form. Eleven students answered correctly. Some of them answered does not, but

the others answer are do and does.

The answer for number ten is do not because the subject is they as the plural form

and there is conjunction but that indicates opposite meaning between two clauses. If the

clause after but is affirmative form, the clause before but should be in negative form.

Because the clause after but is they study (affirmative form) so we should make the clause

before but in negative form therefore the right answer is do not so the clause is they do not

sleep. For question number ten, there are twelve students who answered correctly. The

others answered do, does and does not.

The answer for number two at part two (completion word items) is does not because

the subject is a cock. A indicates the singular form of the subject (cock). For this number,

nine students answered correctly. Some of them answered do not, but the others answers

are no, do not like, do, and does.

For this type of questions, we can find the vary answers of the students. It shows

they do not have enough ability in this type of questions because there are three questions

that have similar type but they still have difficulties to answer that.

Number five at part one (multiple-choice items) has the purpose to measure

students’ ability to put the right verb in right form in negative sentence. The answer is:

5. My brother does not…to cook

a. like c. is like

b. likes d. was like

The answer for this question is like because after auxiliary verb and not we should

put verb in infinitive form without suffix whatever the subjects. Twelve students answered

this question correctly and the others answer is likes because they see the subject (my

brother) that indicates he as singular form. The other answered is like.

All of their mistakes are caused by their minds that are still interference of the

subject in sentence. When they see the subject in singular form, they think to put the

infinitive verb with suffix –s or es.

3.4 Conclusion

In this research, researcher concludes that the mistakes of the test show the

students problems in using simple present tense. It is caused by their disability in using

simple present tense and their lack of knowledge about the simple present tense. In

addition, their interference about the rule in using auxiliary verb and infinite form in

simple present tense

It is also about the rule and their understanding about the meaning of the sentence.

They are still confuse to decide the right verb in right form base on the subject in the

sentence and decide the right auxiliary verb that suitable and acceptable base on the

subject and the rule in simple present tense to make negative and interrogative sentences.

As the result, they have difficulty to make sentences, whether it is affirmative, negative

even interrogative sentences.