25 c Misinformation
The errors come because of the use of the wrong form of morpheme or the structure in the construction of a sentence. These errors happen in these sub-
categories: 1. Regulation, for example do you be sad? It should be are you sad?.
2. Archi-forms, for example me love you It should be I love you. 3. Alternating forms, for example no smoke It should be no smoking.
d Misordering The errors come because of the incorrect placement of a morpheme or a
group of morpheme in the construction of a sentence. For instance, misordering of the adverb phrase in the sentence I fight all the time my brother. It should be I
fight my brother all the time.
B. Theoretical Framework
Making errors is a part of learning process. Errors always occur during the learning process. Students usually make errors when they learn and try to
master the materials. Moreover, the errors the students made are indicators showing that the students still feel difficult to master those materials. That is the
reason why researcher conducts this research. The research aims to know how the students master defining and non-defining relative clauses by identifying the
errors in mastering defining and non-defining relative clauses. In order to answer the first research question, the researcher uses the
standard range of score in Sanata Dharma University to measure mastery of
26 defining and non-defining relative clauses by students of the English Language
Education Study Program. Because relative clause is one of English structure, the researcher does not use linguistic taxonomy, but she focuses on surface
structure taxonomy to classify the students’ errors in defining and non-defining relative clauses. Consequently, the researcher implemented surface structure
taxonomy in order to answer the second research question. Relative clauses the researcher used in the research are defining and non-
defining relative clauses with personal and non-personal relative pronouns functioned as subject, object and object of preposition such as whom, which,
that, and ∅. In this research, the researcher holds a test for the fifth semester
students of English Language Education Study Program of Sanata Dharma University. The test is about defining and non-defining relative clauses. A
defining relative clause is a relative clause that modifies a noun by giving the crucial information about the noun modified Neuman, 1981: 34, while, a non-
defining relative clause is a relative clause that modifies a noun by giving the additional information about the noun modified Neuman, 1981: 35.
In addition, the test is an essay test. The students have to combine two simple sentences into one complex sentence by using the correct relative
pronouns to modify the noun modified. The students should also construct defining and non-defining relative clauses with the correct relative clause
grammarstructure in order to show clearly the information that modifies the noun. Then, the students must produce defining and non-defining relative clause
27 with the correct punctuations to differentiate between a defining relative clause
and a non-defining relative clause. In the case of relative pronouns, Close 1977: 52 describes relative
pronouns in four functions such as subject, object, object of preposition and possessive. In the research, the researcher provides four relative pronouns
whom, which, that and ∅ functioned as subject, object and object of
preposition. The researcher does not use relative pronouns functioned as possessive because those relative pronouns can be replaced by relative pronouns
functioned as subject, object and object of preposition. In the case of grammarstructure relative clauses, the researcher examines
the students’ understanding of main clauses and relative clauses. There is an antecedent in the main clause Close, 1977: 51 and a relative pronoun in the
relative clause Close, 1977: 52. The students should master to distinguish both the main clause and the relative clause. The main clause has the antecedent and
the relative clause has the relative pronoun. In the case of punctuation, the punctuation needed is comma. The use of
commas differentiates between a defining relative clause and a non-defining relative clause. Commas here bring a meaning that the information within the
relative clause is only additional or non-defining information Neuman, 1981: 35. Therefore, commas are only used in non-defining relative clauses, which
give only additional information to modify the noun modified. Consequently, this research aims to examine mastery of defining and
non-defining relative clauses by students of the English Language Education
28 Study Program. In the examination, the researcher identify the errors occurred in
students’ defining and non-defining relative clauses, either the relative pronouns, the grammarstructure of relative clause or the commas. Relative pronouns start
relative clauses to modify the antecedents. Grammarstructure of relative clauses consists of a relative pronoun followed by a relative clause. Commas are the
punctuations needed to differentiate between a defining relative clause and a non-defining relative clause.
29
CHAPTER III METHODOLOGY
In this chapter, the researcher would share about the research method, the research participants, the instrument used in the research, the technique of data
gathering, the technique of data analyzing and the procedures of research. In this study, the research used descriptive survey research. The sample was the fifth
semester students of English Language Education Study Program. The researcher had four stages to conduct the research. The researcher conducted a production
test as the instrument of the research and the data was on the students’ answers of the test. Then, the researcher analyzed the data after scoring the students’ answers
in order to find the results of the research.
A. Research Method
The researcher used descriptive survey research to answer the research questions in Chapter I. According to Neuman 2000: 250, survey researchers
think the alternative explanations in planning the research, measure variables representing the alternative explanations, and statistically examine the effect to
rule out the alternative explanations. In survey research, the researchers plan the survey by thinking the reasons conducting the research, measure the variables of
the research then examine the results and their correlation with the reasons of conducting research.
