4 In conclusion, because Structure V students of the English Language
Education Study Program have learnt English grammar and structure in four levels of Structure class, the researcher chooses them as the representative sample
of research. Moreover, the researcher possesses three reasons why she conducts the research focusing on defining and non-defining relative clauses. Besides
relative clause is often used to communicate with others, the researcher sees that English Language Education Study Program students have learnt relative clauses
in four levels of Structure class. In addition, the researcher is aware that it needs good understanding and
frequently practices to correctly distinguishing defining and non-defining relative clauses. In this case, the researcher measures the students’ understanding of
defining and non-defining relative clauses. Therefore, this research aims to dig out how English Language Education Study Program students master defining and
non-defining relative clauses and what errors occurred in students’ defining and non-defining relative clauses are.
B. Problems Formulation
In order to find out mastery of defining and non-defining relative clauses by students of the English Language Education Study Program and the errors
occurring in their defining and non-defining relative clauses, there are two research questions to identify the problems:
1. How is mastery of defining and non-defining relative clauses by students of English Language Education Study Program?
5 2. What errors occurred in English Language Education Study Program students’
defining and non-defining relative clauses?
C. Problems Limitation
This research is a descriptive survey research, which describes mastery of defining and non-defining relative clauses by students of the English Language
Education Study Program and the students’ errors occurred in defining and non- defining relative clauses. The research concerns with how English Language
Education Study Program students master defining and non-defining relative clauses and what errors occurred in students’ defining and non-defining relative
clauses. Therefore, this research is limited to English Language Education Study Program population especially the Structure V students as the sample of the
research.
D. Research Objectives
This research is aimed to find out data of mastery of defining and non- defining relative clauses by students of the English Language Education Study
Program. It is expected to discover: 1. The students’ mastery of defining and non-defining relative clauses,
2. Errors occurred in students’ defining and non-defining relative clauses.
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E. Research Benefits
The research brings many benefits for English Language Education Study Program lecturers, English Language Education Study Program students, and the
future researchers.
1. Lecturers
Lecturers will recognize mastery of defining and non-defining relative clauses by students of the English Language Education Study Program. It means
that the lecturers understand how the students master defining and non-defining relative clauses correctly. As a result, the lecturers will find out the students’
strength and weakness in mastering defining and non-defining relative clauses. Those benefits are shown by the errors occurred in students’ mastery of defining
and non-defining relative clauses. Therefore, the lecturers create some ideas how to improve their mastery of defining and non-defining relative clauses by
considering their strenghts and weakness.
2. Students
English Language Education Study Program students examine their mastery of defining and non-defining relative clauses by producing complex
sentences using defining and non-defining relative clauses. Therefore, they will recognize what their strengths and their weaknesses in mastering defining and
non-defining relative clauses are. The strengths have to be defended and the weaknesses have to be fixed.
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3. Future researchers
Future researchers who also have a research in the same topic need references about mastery of defining and non-defining relative clauses by students
of the English Language Education Study Program to support their research. Besides giving information they need for their researches, this research gives
future researchers some suggestions about mastery of defining and non-defining relative clauses by students of the English Language Education Study Program so
that their research is better than the previous researches. It is expected that this research is useful for those future researchers to finish their research.
F. Definition of Terms
The researcher gives the definition of terms used in this research as key words in order to help the readers to understand the meaning of the special words
in the research. Thus, they can understand the ideas of the research. 1. Mastery
According to Stern 1983:346, mastery means knowing, competence and proficiency. He also summarizes four factors that a learner should have in order to
master a language. Those factors are: a. The intuitive mastery of the forms of the language,
b. The intuitive mastery of the linguistic, cognitive, affective and sociocultural meaning, expressed by the language forms,
c. The capacity to use the language with maximum attention to communication and minimum attention to form, and
8 d. The creativity of language use.
In this research, mastery refers to competence of defining and non- defining relative clauses and of applying them in writing.
2. Relative clauses A relative clause is also called an adjective clause. According to Azar
1989: 238, an adjective clause is “a dependent clause” modifying a noun. A dependent clause is not “a complete sentence”. Therefore, an adjective clause
needs to be connected to an independent clause by connector to construct a good complex sentence. In addition, there are two kinds of relative clause, defining and
non-defining. In this research, a relative clause clause refers to a dependent clause that needs a connector to modify a noun in an independent clause in order to
construct a complex sentence. This research uses both defining and non-defining relative clauses.
a. Defining relative clauses According to Thompson and Martinet 1960:31, a defining relative clause
is a relative clause that modifies the preceding noun to “distinguish it from other nouns in the same class”. In this research, a defining relative clause means a
relative clause that explains and decribes a certain noun in independent to differ it from other noun in the same class.
b. Non-defining relative clauses According to Thompson and Martinet 1960:34, a non-defining relative
clause is a relative clause that is “placed after” the noun and “separated” from the noun by commas to give some additional information about a certain noun. In this
9 research, a non-defining relative clause refers to a relative clause which is not
really important because it is only to give more information about the noun modified.
3. Students The students in this research refers to the fifth-semester English Language
Education Study Program students. In the fifth semester, they have learned relative clauses for five semesters.
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CHAPTER II REVIEW OF LITERATURE
A. Theoretical Description
1. Mastery
Mastery refers to knowing, competence and proficiency. Stern 1987:346 provides a summary of four factors indicating having mastered a
language. Those factors are: a. The intuitive mastery of the forms of the language,
b. The intuitive mastery of the linguistic, cognitive, affective and sociocultural meaning, expressed by the language forms,
c. The capacity to use the language with maximum attention to communication and minimum attention to form, and
d. The creativity of language use. In this research, mastery is competence of defining and non-defining relative
clauses and of using them in writing. The researcher would like to measure the students’ competence of defining and non-defining relative clauses and their
ability in constructing complex sentences using defining and non-defining relative clauses. The students’ competence was indicated by four factors
provided by Stern 1987: 346. Then, in order to score the students’ answers, the researcher applies the
standard score in Sanata Dharma University. Here is the standard range of score in Sanata Dharma University.
