51 adjective clauses, or adverbial clauses was still low. Those numbers also implied
that constructing the non-finite adjective clauses was easier for the students compared to the other two types of clauses. Meanwhile, constructing the non-
finite noun clauses was considered to be the most difficult part.
2. The Presentation of the Descriptive Statistics
It is also important to examine the descriptive statistics of the results of the test. Brown 1996: 102 describes descriptive statistics as numerical representative
about the students’ achievement on a test. In the test, the number of students who became the respondents were 65, and the number of items in the test were thirty.
The maximum score was 100. The descriptive statistics of the test, which provide the scores of the mean, median, mode, range and standard deviation, is presented
in Table 4.5.
Table 4.5: The Descriptive Statistics No. Variables
Value
1. Mean 43.59
2. Median 43.33
3. Mode 40
and 50
4. Range 76.67
5. Standard deviation
18.26
From Table 4.5, it can be seen that the mean score was 43.59. This meant that the average of total correct answers achieved by each student was 43.59. Later, this
score would be used to determine the students’ mastery in the non-finite clauses. The modes or the scores that occurred most frequently were 40 and 50. Each score
was achieved by seven students. Meanwhile, the value of the standard deviation was 18.26.
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B. Discussion
This part deals with answering the research questions. The research questions are 1 What are the errors the students commit in using the non-finite
clauses? and 2 What is the mastery of the non-finite clauses of the sixth semester students of the English Language Education Study Program of Sanata Dharma
University? The discussion on those two questions is based on the research results and related theories.
1. The Errors Committed by the Students
Brown 1994: 205 defines errors as “noticeable deviations from the adult grammar of a native speaker.” In relation to the research, errors refer to the
students’ answers which deviate from the rule of the non-finite patterns. The errors were classified based on the types of clauses they belonged to. All the
errors that are presented below are sequenced based on the percentage of the occurrence of the error categories starting from the biggest percentage to the
smallest. Each of the categories is explained further completed with some examples. Each example is also completed with one of the respondents’ numbers
in which the erroneous answer is found. The respondent’s number is indicated by R .
a. The Errors in the Non-finite Adjective Clauses
The errors the students committed in constructing the non-finite adjective clauses were classified into several categories. Those error categories can be seen
in Figure 4.1. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
