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Table 11. Classifications of Students’ Errors Categories Classifications
Examples
a. Relative pronouns Misinformation
95.56 9. The matter was
reported the Chief of Police, whom
ordered us to all to be arrested.
Omission 4.44
6. Tom, who saw what
was the matter and wasn’t sympathetic,
was a boss. b. Grammar structure
of relative clause Misordering 73.93
1. Tom, who had been driving all day, was
tired and wanted to stop.
Addition 20.13 18. The picture which
she was looking at it was beautiful.
Misinformation 3.96 5. He who this time
was with Lucy was particularly anxious
to impress her. Omission 1.98
3. I went to Munich,
which I had always wanted to visit.
c. The use of punctuation
commas Omission 92.64
16. Tom, who felt too sick to work fast,
had a hangover. Addition 7.36
15. The report, which
should have taken an hour and a half,
took three hours.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter the researcher would like to draw some conclusions of this research based on the research findings and the discussion in Chapter IV. In
conclusion, the researcher concludes the major findings of the research which answer the research questions in Chapter I. In addition, the researcher gives some
suggestions regarding to the research implications .
A. Conclusions
In this chapter, the researcher concludes the research results based on the test results and classifications of the students errors in mastering defining and
non-defining relative clauses. The test the researcher conducted was an essay test. In order to examine mastery of construction defining and non-defining relative
clauses by students of the English Language Education Study Program in the test, the students were asked to combine two simple sentences into complex sentences
using defining and non-defining relative clauses. In the instruction, the researcher provided four relative pronouns that the students could choose the correct relative
pronoun in order to construct the correct complex sentences using defining and non-defining relative clauses.
In answering the first research question, the researcher measured the students’ achievement. Based on the students’ achievement, the researcher
successfully found mastery of defining and non-defining relative clauses by
