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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
72 students of the English Language Education Study Program as the answer of the
first research problems. The answer is English Language Education Study
Program students achieved 70.04 of the required points or 7.00 scores.
According to the standard score of Sanata Dharma University, English Language
Education Study Program students were categorized into “Good” level with the range 70-79 or 7.00 – 7.99 scores.
In answering the second research question, the researcher found 719 errors. The percentage is 29.96. Those errors consist of three categories. Those
categories were 12.52 or 90 errors of relative pronouns,
42.14
or 303
errors of grammarstructure of relative clause
, 45.34
or 326
errors of the use of punctuation commas
.
In the first category, errors in relative pronouns, the students made 90 errors. It was about 12.52. This percentage was the lowest rate among errors in
the three categories. In this category, the researcher found two classifications of errors. The classifications were misinformation and omission. Misinformation had
86 errors or 95.56 of the total errors in relative pronouns. Then, omission possessed 4 errors or 4.44 of the total errors in relative pronouns.
In the second category, the students had 303 errors in grammarstructure of relative clause. It was about 42.14. It was much higher than the first category.
This category filled the second position among errors in the three categories. In this category, the researcher found four classifications. Those classifications were
misodering, addition, misinformation and omission. Misordering in this category filled the highest rate with the number of 224 errors and the percentage of
73 73.93. Then, addition placed the second position with the number of 61 errors
and the percentage of 20.13. Next, misinformation took the next position with the number of 12 errors and the percentage of 3.96. The last position was
omission with the lowest number, 6 errors and the lowest percentage, 1.98. In the last category, the use of punctuation commas, the students did
326 errors or 45.34. This category had the highest number and percentage among errors in the three categories. In this category, the researcher found two
classifications. The first classification was omission. This classification had 302 errors or 92.64. It was very high rate, almost 100. The second classification
was addition. Addition was much lower than omission. The number was 24 errors and the percentage was 7.36.
Based on the data, most of students still had difficulties in the use of punctuation commas. They added commas in defining relative clauses and
missed commas in non-defining relative clauses. Moreover, some of students faced problems in grammarstructure of relative clause. Some of them placed the
main clauses and the relative clauses in reverse. In addition, only a few students had problems in relative pronoun. They had not understood the appropriate
relative pronoun to modify the antecedent yet. As a result, the students need to learn relative clauses more. Moreover, they should practice constructing complex
sentences using defining and non-defining relative clauses frequently in order to improve their mastery of defining and non-defining relative clauses.
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B. Suggestions
Kategori