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D. Data Gathering Technique
The researcher gathered the data by testing the students. She conducted the test in Academic Essay class A on Wednesday, December 2, 2009 and Academic
Essay class E on Friday, December 11, 2009. First, the researcher introduced herself and also explained the aim of the research. Then she stated that she needed
the students’ help to do the test. In this case, the students did not know the plan of this test, so there was no time for them to prepare for the test. As a result, the
researcher could recognize mastery of defining and non-defining relative clauses by students of the English Language Education Study Program without any
preparation for the test. Second, the researcher distributed the test to each of the students, although
some of them were the shoppers. Then, the researcher explained clearly the instruction of the test in order to make sure that all the students really understood
what they should do in the test. Before starting to conduct the test, the research told the students about the limitation of time. Therefore, the students could
manage their time in doing the test. The researcher might also remind the students ten minutes before the time was up. After finishing the test, the students might
collect the test to the researcher. In order to get the valid data, the researcher separated the shoppers’ work from the fifth semester students. Finally, the
researcher scored the fifth semester students’ work. Each student’s score became the data to be analyzed.
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E. Data Analysis Technique
In this research, the researcher used two data analysis techniques. The first data analysis technique was quantitative data analysis because the first research
question concerned with mastery of defining and non-defining relative clauses by students of the English Language Education Study Program. According to
Neuman 2000: 320, researchers measure variation of quantitative data in three ways. Those are range, percentiles and standard deviation. In this research, the
researcher applied percentiles to measure variation of quantitative data. Percentiles refer to “the score at a specific place within the distribution” Neuman,
2000: 320. It describes a distribution. The researcher in this research used percentiles to describe the percentage of points the students achieved that referred
to the students’ mastery of defining and non-defining relative clauses. In the research, the researcher employed an essay test. In the test, the
researcher had given some choices of relative pronoun in the instruction. Those relative pronouns were whom, which, that and
∅ can be omitted. The test consisted of 20 items. Each item had 3 points. One point for the correct relative
pronoun, one point for the correct grammarstructure of relative clause and one point for the correct punctuation for identifying whether the sentence included a
defining or non-defining relative clauses. The total points in the test were 20 items multiplied by 3 points, so the total points in the test was 60 points. Because the
number of the sample was 40 students, the total points in the whole sample were 40 students multiplied by 60 points, so the total points in the whole sample was
2400 points.
45 After scoring the students’ answers, the researcher computed the
percentage of points the students achieved. In order compute the percentage of points the students achieved, firstly the researcher calculated the total points the
whole sample achieved. Then the researcher divided the total points the whole sample achieved by 2400 points. After that, the result was multiplied by 100.
Finally, the researcher categorized the level of the percentage of points the students achieved according to the standard range of score in Sanata Dharma
University. The level represented the students’ mastery of defining and non- defining relative clauses. The level of students’ mastery of defining and non-
defining relative clauses answered the first research question. Another data analysis technique was qualitative data analysis because on
the second research question the researcher would also like to describe the errors occurred in students’ defining and non-defining relative clauses constructions.
Neuman 2000: 426 introduces six methods of qualitative data analysis. One of them is the illustrative method. The illustrative model is a method to analyze
qualitative data where “the researcher applies theory to concrete historical situational or social setting, …” Neuman, 2000: 427. He explains that this
method has two variations. The first variation is a theoretical model clarifies a single situation. The second variation is parallel demonstration to show that
multiple cases can applied the similar theory. The researcher in this research used the illustrative data method to clarify the errors occurred in students’ defining and
non-defining relative clauses.
46 In the research, the researcher used surface structure taxonomy by Dulay,
Burt and Krashen 1982:150 to classify the students’ errors in defining and non- defining relative clauses. Those classifications were omission, addition,
misinformation and misordering. Before classifying the errors occurred in students’ defining and non-defining relative clauses, the researcher accounted the
total number of errors. The total number of errors was obtained by subtracting 2400 points by the total points the sample achieved.
Then the researcher categorized the errors into three categories. Those categories were errors of relative pronouns, errors of grammarstructure of relative
clause and errors of the use of punctuation commas. The researcher also computed the percentage of each category. Before computing the percentage of
each category, the researcher counted the number of each errors category. Then the percentage of each errors category was obtained by dividing the number of
each category by the total number of errors, and then the result was multiplied by 100.
Next, in the classification, the researcher classified the errors occurred in each category. At the same time, the researcher counted the number of each errors
classification. After that, the researcher calculated the percentage of each classification in each category. The percentage was obtained by dividing the
number of each classification by the number of category, and then the result was multiplied by 100. Therefore, there would be some errors’ classifications and its
percentage in each category. Those classifications answered the second research question.
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F. Research Procedure
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