MASTERY OF DEFINING AND NON-DEFINING RELATIVE CLAUSES BY STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

MASTERY OF DEFINING AND NON-DEFINING RELATIVE CLAUSES

BY STUDENTS OF THE ENGLISH LANGUAGE EDUCATION

STUDY PROGRAM

A THESIS

  Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

R.Aj Triastuti Dian Kusumartini

Student Number: 051214146

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

  

MASTERY OF DEFINING AND NON-DEFINING RELATIVE CLAUSES

BY STUDENTS OF THE ENGLISH LANGUAGE EDUCATION

STUDY PROGRAM

A THESIS

  Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

R.Aj Triastuti Dian Kusumartini

Student Number: 051214146

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, April 8, 2011 The Writer

  R.Aj Triastuti Dian Kusumartini 051214146

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : R.Aj Triastuti Dian Kusumartini Nomor Mahasiswa : 051214146 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma, karya ilmiah saya yang berjudul:

  

“Mastery of Defining and Non-Defining Relative Clauses by Students of the

English Language Education Study Program”

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal 8 April, 2011 Yang menyatakan R.Aj Triastuti Dian Kusumartini

  

Yet God has made everything beautiful for its own time. He has planted eternity

in the human heart, but even so, people cannot see the whole scope of God's

work from beginning to end.

  

(Ecclesiastes 3:11)

I dedicate this thesis to my Lord, Jesus Christ,

to my beloved parents, sister and brother,

and to all of my beloved friends.

  

ACKNOWLEDGEMENTS

  First, I would like to express my deepest gratitude to my Lord Jesus

  

Christ for His blessing and faithfulness of accompanying me so that I can finish

  my thesis. I thank Him for giving me a beautiful life complete with the happinesses and the sadnesses. Also, I thank Him for guiding me to walk in the best way in my life, and underpinning me when I fall. He is my mainstay.

  I am very grateful to my sponsor Carla Sih Prabandari, S.Pd., M.Hum. for her guidance, suggestions, and supports during my thesis accomplishment. I would like to thank the lecturers of English Language Education Study Program.

  My gratitude also goes to Laurentia Sumarni, S.Pd. who also gives me supports and advices since I started studying in PBI. I thank Gregorius Punto Aji, S.Pd.,

  

M.Hum. for checking and giving feedback on my thesis. I thank also all PBI

staffs who help me especially in administrative needs.

  I like to express my special gratitude to Dr. Antonius Herujiyanto,M.A., the lecturer of Poetry I, for giving me permission to conduct my try-out test in his class and Hanandyo Dardjito, S.Pd., M.Hum., the lecturer of Academic Essay classes for allowing me to conduct my research in his classes. My gratitude also goes to all students of Poetry I Class A and Academic Essay Class A and Class E in academic year of 2009/2010 for the active and nice cooperation.

  I would like to address my great gratitude to my parents, RM Sukrohadi,

  

B.Sc and R.Ay Retno Rahayu, Bc.Hk. I thank them for their sincere love, care,

  sacrifices, prayers, patience and guidance to me. I would like to thank my siblings, R.Ay Retno Wiranti Yudiastuti, S. Psi. and RM Wuryanto Hadi

  

Nugroho, S. Farm., Apt., M.Sc. and my brother inlaw, Yohanes Ferry

Kristyawan Ari Bowo, S. Psi. for their love, care, prayer, and guidance. I am

  grateful to all my uncles, aunts and cousins for their support and prayers. I like to thank my family in FPUB especially Pak Waldji, Pak Arnold, Rm. Yatno,

  

Mbak Jeani, Alit, Ayok, Betlin, Mas Kakung, Mas Aan, Mas Niel and Mas

Paul for our fraternity, their guidance, support, and prayers.

  My special thanks are addressed to my best friends, Yoan, Olive, Nancy,

  

Tari, Nita and Delfin for our friendship, their support, guidance and prayers

  during study in PBI started from semester 1 till the end of finishing my thesis. I thank Mui, Bangkit and Wiwin for sharing and helping me during writing my thesis. I also thank Nita, Ari, and Wahyu “Bocong” for checking my thesis and giving me advice to improve it. I also thank Hawkeye English Course crew, all

  

PBI students 2005, PBI students 2004 and 2006 who know me, I am grateful

for our friendship in PBI. Hopefully, our friendship can grow forever.

  I like to thank all of my friends I found in Sanata Dharma University,

  

Afan FE’05, Widia Far’05, Simbah BK’04, Sepri BK’04, Pikal BK’04, Ndari

BK’04, Asep BK’03, Pitra BK’03, Erna BK’03, Paul PBSID’03 for our nice

  relationship during I study in USD and live in Jogja, hopefully our relationship never lasting. I am very thankful to my boarding house friends, especially Puput,

  

Eni, Ana, Riska, Nana, Sisil, Mbak Wulan, Refi, Rahma, Astri, and Tari for

  our sisterhood, their supports and helps during living together in our lovely boardinghouse. Also, I would like to thank my old friends, especially Hesti,

  

Renny, Ari, Dimas, Jeka, Danik, Adit, Asih, Desy, Agus, Nita, Lidwina, and

all my old friends who always support me since since junior high school till now.

  My special gratitude goes to Mas Paul’s family, Asep’s family, Nita’s

family, Yoan’s family and Olive’s family who accept me as their own family.

Those family are my family in Jogja. They subtitute my family in Solo. They arise me during living in Jogja.

  My gratitude also goes to those whom I cannot mention by names. I would like to thank them for their support, prayer, guidance and encouragement.

  R.Aj Triastuti Dian Kusumarini

  

ABSTRACT

  Kusumartini, R.Aj Triastuti Dian. 2011. Mastery of Defining and Non-Defining

  

Relative Clauses by Students of the English Language Education Study

Program. Yogyakarta: English Language Education Study Program, Sanata

  Dharma University.

  Relative clause is one of crucial English structure that the students should master. In English writing, the students sometimes use relative clauses. We sometimes find and use relative clauses in our daily activities, such as when we are talking to others, when we are reading a book, a newspaper, etc and we are writing a story, a letter, etc.

  The students of the English Language Education Study Program learn relative clauses from semester II to semester V. therefore, the students should master relative clause materials such as relative pronouns, antecedents, main clauses, and relative clauses, structure of relative clause, defining and non- defining relative clauses, and punctuation (comma(s)) needed. Also, English Language Education Study Program students as candidates of English teachers have to master defining and non-defining relative clauses, which is an aspect of English structure that they will teach to their students in the future. However, they will face problems in mastering defining and non-defining relative clauses.

  The research aims to find out English Language Education Study Program students’ mastery of defining and non-defining relative clauses. The problems to be evaluated are: (1) How is mastery of defining and non-defining relative clauses by studnets of the English Language Education Study Program? and (2) What errors occur in the students’ mastery of defining and non-defining relative clauses?

  The researcher applied survey research to conduct the research. This research implemented of two data analysis techniques, quantitative to answer the first research question and qualitative to answer the second research question. She took 40 students of the fifth-semester students of English Language Education Study Program, in academic year of 2009/2010 as the representative sample of the research. She selected the sample using Cluster Sampling Technique. The instrument used in the research was an essay test. The test requires the students to produce complex sentences using defining and non-defining relative clauses. The researcher used the test to measure the students’ mastery of defining and non- defining relative clauses and to find the students’ errors occurring in mastering defining and non-defining relative clauses.

  The research findings showed that the students achieved 70.04% of required points. Therefore, they got 7.00 scores. Based on the standard score of Sanata Dharma University, the students who obtained 7.00 scores occupied good level. However, the students still faced some problems in mastering defining and non-defining relative clauses. They made errors in three categories. The first criterion was relative pronouns with percentage 12.52%. The second criterion was with percentage 42.14%

  grammar/structure of relative clause . The third criterion

  45.34%

  was the use of punctuation (comma(s)) with percentage . After classifying the errors, the researcher found misinformation errors and omission errors in students’ errors of relative pronouns. Then, she obtained misordering errors, addition errors, misinformation errors and omission errors in students’ errors of grammar/structure of relative clause. At the last, she found omission errors and addition errors in students’ errors of the use of punctuation (comma(s)).

  Finally, the researcher suggests an alternative teaching strategy to teach defining and non-defining relative clauses. It is expected that the alternative teaching strategy the researcher provided will be useful for the lecturers and for the students. For the lecturers, this alternative teaching strategy aims to improve their teaching strategies to teach defining and non-defining relative clauses. For the students, it aims to improve their mastery of defining and non-defining relative clauses.

  

ABSTRAK

  Kusumartini, R.Aj Triastuti Dian. 2011. Mastery of Defining and Non-Defining

  

Relative Clauses by Students of the English Language Education Study

Program. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas

  Sanata Dharma.

  Relative clauses merupakan salah satu struktur bahasa Inggris yang

  penting yang harus dikuasai oleh mahasiswa. Dalam setiap komunilkasi yang menggunakan bahasa Inggris, baik secara lisan maupun tertulis, setiap orang sering menggunakan relative clauses. Kita sering menemukan dan menggunakan dalam kegiatan sehari-hari kita, seperti ketika sedang berbicara

  relative clauses

  dengan orang lain, ketika sedang membaca sebuah buku, surat kabar, dan lain-lain yang menggunakan bahasa Inggris, dan ketika sedang menulis sebuah cerita, surat, dan lain-lain dalam bahasa Inggris.

  Mahasiswa Pendidikan Bahasa Inggris belajar relative clauses sejak semester II sampai semester V. Sehingga mahasiswa sebaiknya menguasai materi

  

relative clause seperti relative pronouns, antecedents, main clauses dan relative

clauses , structure of relative clause, defining and non-defining relative clauses,

  dan punctuation (comma(s)) yang dibutuhkan. Selain itu, mahasiswa Pendidikan Bahasa Inggris sebagai calon guru Bahasa Inggris sebaiknya menguasai defining

  

and non-defining relative clauses , yang merupakan salah satu bagian struktur

bahasa Inggris yang akan mereka ajarkan pada siswa-siswi mereka kelak.

  Bagaimana pun juga, mereka masih bermasalah dalam menguasai defining and non-defining relative clauses .

  Penelitian ini bertujuan untuk mengetahui penguasaan defining and non-

defining relative clauses oleh mahasiswa Pendidikan Bahasa Inggris.

Permasalahan yang dievaluasi yaitu: (1) Bagaimana mahasiswa Pendidikan Bahsa Inggris menguasai defining and non-defining relative clauses? dan (2) Kesalahan- kesalahan apa yang terjadi pada defining and non-defining relative clauses yang disusun oleh mahasiswa?

  Peneliti menerapkan metode penelitian survei untuk melaksanakan penelitian tersebut. Penelitian ini terdiri dari dua teknik analisa data, teknik analisa data kuantitatif untuk menjawab permasalahan penelitian yang pertama dan teknik analisa data kualitatif untuk menjawab permasalahan penelitian yang kedua. Dia mengambil 40 mahasiswa Pendidikan Bahasa Inggris semester lima tahun akademik 2009/2010 sebagai sampel penelitian. Dia memilih sampel dengan menggunakan tehnik sampling cluster. Instrumen yang digunakan dalam penelitian ini adalah tes esai. Tes ini menuntut mahasiswa untuk membuat kalimat majemuk menggunakan defining and non-defining relative clauses. Peneliti menggunakan tes tersebut untuk mengukur penguasaan defining and non-defining

  

relative clauses oleh mahasiswa Pendidikan Bahasa Inggris dan untuk

  menemukan kesalahan-kesalahan mahasiswa yang terjadi dalam menguasai defining and non-defining relative clauses .

  Temuan penelitian tersebut menunjukkan bahwa para mahasiswa meraih 70.04% dari poin yang ditentukan. Jadi mereka mendapatkan skor 7.00. Berdasarkan skor standar Universitas Sanata Dharma, mahasiswa yang mendapat skor 7.00 memenuhi level baik. Bagaimanapun juga, para mahasiswa masih menghadapi beberapa masalah dalam menguasai defining and non-defining

relative clauses . Mereka membuat kesalahan-kesalahan dalam tiga kategori.

Kategori pertama ialah relative pronouns dengan persentase 12.52%. Kategori

  dengan persentase 42.14% kedua yakni grammar/structure of relative clause .

  Kategori ketiga yaitu the use of punctuation (comma(s)) dengan persentase

  45.34%

  . Setelah mengklasifikasikan kesalahan-kesalahan, peneliti menemukan

misinformation errors dan omission errors dalam kategori relative pronouns.

Kemudian, dia mendapatkan misordering errors, addition errors, misinformation

errors dan omission errors dalam kategori grammar/structure of relative clause.

Terakhir dia memperoleh omission errors dan addition errors dalam kategori the use of punctuation (comma(s)).

  Akhirnya, peneliti menyarankan sebuah strategi alternatif pengajaran untuk mengajarkan defining and non-defining relative clauses. Semoga strategi alternatif pengajaran yang disediakan peneliti tersebut akan berguna bagi para dosen dan juga bagi para mahasiswa. Bagi para dosen, strategi alternatif pengajaran tersebut bertujuan untuk meningkatkan strategi pengajaran mereka dalam mengajar defining and non-defining relative clauses. Bagi para mahasiswa, strategi alternatif pengajaran tersebut bertujuan untuk meningkatkan penguasaan mereka terhadap defining and non-defining relative clauses.

  

TABLE OF CONTENTS

  Page TITLE PAGE ..................................................................................................... i APPROVAL PAGES ........................................................................................ ii STATEMENT OF WORK'S ORIGINALITY ................................................... iv

  

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .................................. v

  PAGE OF DEDICATION ................................................................................. vi ACKNOWLEDGEMENTS ............................................................................... vii ABSTRACT ....................................................................................................... ix

  ........................................................................................................... xi

  ABSTRAK

  TABLE OF CONTENTS ................................................................................... xiii LIST OF TABLES ............................................................................................. xvi LIST OF APPENDICES ................................................................................... xvii

  CHAPTER I : INTRODUCTION ...................................................................... 1 A. Research Background ...................................................................... 1 B. Problem Formulation ....................................................................... 4 C. Problem Limitation .......................................................................... 5 D. Research Objective .......................................................................... 5 E. Research Benefits ............................................................................. 6 F. Definition of Terms .......................................................................... 7 CHAPTER II : REVIEW OF RELATED LITERATURE ............................... 10 A. Theoretical Description .................................................................... 10   1.

   

  Mastery ................................................................................... 10

  2. Relative Clauses ...................................................................... 11

  a. Defining and Non-Defining Relative Clauses .................. 12

  b. Relative Pronouns ............................................................. 14

  3. Errors ....................................................................................... 22

  a. Definition of Errors ........................................................... 22

  b. Classifications of Errors .................................................... 23

  B. Theoretical Framework .................................................................... 25

  CHAPTER III : METHODOLOGY ................................................................. 29   A. Research Method ............................................................................. 29 B. Research Participants ....................................................................... 30 C. Research Instruments ...................................................................... 32

  1. Test Validity ............................................................................... 35

  a. Content Validity ................................................................... 35

  b. Construct Validity ................................................................ 37

  c. Face Validity ........................................................................ 38

  2. Test Reliability ........................................................................... 39

  D. Data Gathering Techniques and Type of Data ................................. 43

  E. Data Analysis Techniques ................................................................ 44

  F. Research Procedure .......................................................................... 47

  CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION ..................... 50   A. Students’ Mastery of Defining and Non-Defining Relative Clauses ...............................................................................

  50 B. Students’ Errors of Defining and Non-Defining Relative Clauses .. 54

  1. Classifications od Errors ........................................................... 57

  a. Relative Pronouns .......................................................... 58

  b. Grammar/Structure of Relative Clause .......................... 60

  c. The use of punctuation (comma(s)) ............................... 66

  CHAPTER V : CONCLUSIONS AND SUGGESTIONS ............................... 71   A. Conclusions ...................................................................................... 68 B. Suggestions ...................................................................................... 74 REFERENCES .................................................................................................. 75 APPENDICES .................................................................................................. 77

  LIST OF TABLES

  Table 1 : Standard Range of Score in Sanata Dharma University ................. 11

  Table 2 : Relative Pronouns According to Close (1977) ......................................... 14 Table 3 : Distribution of Defining and Non-Defining Relative Clauses ................. 35 Tabel 4 : Students’ Achievement ............................................................................ 51 Table 5 : The Percentage of Students’ Level ........................................................... 52 Table 6 : Students’ Errors ........................................................................................ 54 Table 7 : The Percentage of Students’ Errors in Each Criterion ............................. 55 Table 8 : Classifications of Students’ Relative Pronoun Errors ..................... 59 Table 9 : Classifications of Students’ Grammar/Structure of

  Relative Clause Errors ....................................................................

  61 Table 10 : Classifications of Students’ Errors in the Use of Punctuation (Comma(s)) .................................................................

  66 Table 11 : Classifications of Students’ Errors .................................................. 70

  LIST OF APPENDICES

  APPENDICES Appendix 1 : Try Out Test ............................................................................ 78 Appendix 2 : Answer Key to Try Out Test ................................................... 81 Appendix 3 : Real Test ................................................................................. 84 Appendix 4 : Answer Key to Real Test ....................................................... 87 Appendix 5 : Letter of Permission to the Chairperson of English Language

  Education Study Program ....................................................... 90 Appendix 6 : Students’ Work of Try-out Test .............................................. 91 Appendix 7 : Students’ Work of Real Test .................................................. 94 Appendix 8 : Table of “r” Values of Product Moment ................................. 97 Appendix 9 : Computation of Try Out Test .................................................. 98 Appendix 10 : Computation of Real Test ....................................................... 100 Appendix 11 : List of Students’ Achievement ................................................ 102 Appendix 12 : List of Students’ Errors ........................................................... 103 Appendix 13 : List of Students’ Relative Pronouns Errors ............................. 105 Appendix 14 : The Alternative Teaching Strategy ......................................... 106 Appendix 15: A Lesson Plan .......................................................................... 113

CHAPTER I INTRODUCTION This chapter is an introductory chapter that describes research background,

  problem formulation, research objectives, research benefits and definition of terms. In research background, the researcher describes the reasons why the researcher conducts the research and chooses defining and non-defining relative clauses as the topic and the fifth-semester students of English Language Education Study Program as the sample. In problem formulation, the researcher mentions the research questions. In problem limitation the researcher shows the limitation of the area that the research applies for. In research objectives, the researcher explains the aims of the research. In research benefits, the researcher describes the benefits of the research. In definition of terms, the researcher defines briefly the meaning of the terms used in the research.

A. Research Background

  In English Language Education Study Program, the students are prepared to be professional English teachers. In order to prepare professional English teachers, English Language Education Study Program teach the students some language aspects especially Linguistics. In Linguistics, the students learn English grammar and structure, English pronunciation, English phonology, English sociolinguistics, English semantics, English morphology and syntax, English semantics, etc.

  In the case of English structure, the students learn English structure in Structure classes. There are five levels of Structure classes. The first level is Structure I, which is offered, in the first semester. The next is Structure II in the second semester. The third is Structure III in the third semester. The fourth is Structure IV in the fourth semester. The last is Structure V in the fifth semester. Those Structure classes teach English grammar and structure.

  According to the previous research by Herning (2002: 137), there was no group achieved 75% of correct answers in the whole test. Herning (2002:137) state Structure IV students’ mastery of the Wh- and That clauses in relative clauses and noun clauses were categorized into “sufficient” level. The researcher conducts the research in order to investigate if the students’ mastery of relative clauses still in “sufficient” level or experiences a change. If the students’ mastery of relative clauses experiences a change, the researcher would like to investigate what changes occur in their mastery of relative clauses are.

  In this research, Structure V students have passed the previous Structure classes, so in semester V the students should master English grammar and structure. That is the reason why the researcher chooses those students as the representative sample of semester V in order to evaluate whether the students have mastered defining and non-defining relative clauses or not. Also, the researcher would like to assess their mastery of defining and non-defining relative clauses.

  The students learn relative clauses in Structure classes. Relative clause is one of crucial English structure that the students must master. In English writing the students sometimes use relative clauses. They sometimes find and use relative clauses in their daily activities, for example when they are reading a book, a newspaper, etc and when they are writing a story, a letter, etc. That is the reasons why the researcher conducts a research about relative clauses. It aims to examine mastery of defining and non-defining relative clauses by students of the English Language Education Study Program.

  Also, relative clause is a familiar English structure that the students learn in all Structure classes since semester II. It is taught in four levels of Structure class. The students learn relative clauses from semester II to semester V. Therefore, the students should have mastered relative clause materials such as relative pronouns, antecedents, main clauses and relative clauses, structure of relative clause, defining and non-defining relative clauses, and punctuation (comma(s)) needed.

  To master all relative clause materials is not easy, especially in distinguishing defining relative clauses and non-defining relative clauses. It needs good understanding of defining relative clauses and non-defining relative clauses characteristics. The students have to practice constructing defining and non- defining relative clauses frequently in order to have good understanding of defining and non-defining relative clauses. That is the reason why the researcher conducts a research focusing on defining and non-defining relative clauses. The research will describe the students’ understanding of defining and non-defining relative clauses.

  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?

  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.

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.

  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 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 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.

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.

  Table 1. Standard Range of Score in Sanata Dharma University Percentage of the The Obtained Score Level Obtained Points 80% - 100% 8.00 – 10.00 Very Good A 70% - 79% 7.00 – 7.99 Good B

  56% - 69% 5.60 – 6.99 Sufficient C 50% - 55% 5.00 – 5.59 Insufficient D 0% - 40% 0.00 – 4.99 Fail E

  The students who obtain scores in the range 80% - 100% or 8.00 – 10.00 are in the level A which means very good. The students who obtain scores in the range 7.00 – 7.99 or 7.00 – 7.99 are in the level B which means good. The students who obtain scores in the range 5.60 – 6.99 or 5.60 – 6.99 are in the level C which means sufficient. The students who obtain score in the range 5.00 – 5.59 or 5.00 – 5.50 are in the level D which means insufficient. The students who obtain scores in the range 0.00 – 4.99 or 0.00 – 4.99 are in the level A which means very good

2. Relative Clauses

  According to Azar (1989:238), a relative clause, which is also called adjective clause, is “a dependent clause that modifies a noun”. Azar explains that a dependent clause is “an incomplete sentence”, while an independent clause is a “a complete sentence” (Azar, 1989:238). Barli Bram states that a simple sentence minimally consists of “one subject and one predicate” and that “a simple sentence is an independent” (Bram, 1995:39). Therefore, a simple sentence that minimally has only one subject and one predicate is an independent clause. In addition, Azar (1989:238) also states that dependent clause have to be needs a connector to connect to an independent clause. After connecting a relative clause to an independent clause, we can construct a sentence, which is called a complex sentence.

  In complex sentence using relative clause, the independent clause is called main clause and the dependent clause is called relative clause. In order to connect main clause and relative clause, we use a relative pronoun. A relative pronoun begins the relative clause. It can be the subject of clause, the object of verb in the clause, the object of preposition or a possessive (Close, 1977: 52). It comes after the antecedent in the main clause. An antecedent is a noun phrase in the main clause that the relative clause modifies (Close, 1977: 51). That is why relative pronoun comes after the antecedent.

a. Defining and Non–Defining Relative Clauses

  There are two kinds of relative clauses. These are defining relative clauses and non-defining relative clauses.

1) Defining relative clauses

  A defining relative clause is a relative clause to modify a noun by giving some crucial information about the noun modified. Neuman (1981:34) states that a defining relative clause explains the person or thing referred. It represent that the relative clause give the crucial information to make the meaning within the sentence clear. The information adds some clues to create the clear meaning. For example (1), the man who is standing at the door wants to speak to you

  

personally . It refers to that there are some men there and there is only one man who is standing at the door. This man wants to speak personally. Therefore, defining relative clauses give the information that makes the meaning clear, unless it will be confusing. Another example (2), the bungalow we rented last

  

summer was not as well equipped as the one we had the year before. It has two

  defining relative clauses. The first relative clause is we rented last summer. The second relative clause is we had the year before. Both relative clauses are contact clauses because they omit the objective relative pronouns. If not, they should be which/that we rented last summer and which/that we had the year

  before .

2) Non-defining relative clauses

  Non-defining relative clause is a relative clause which modifies a noun with the additional information about the noun modified. Neuman (1981:35) defines that non-defining relative clauses give additional information to modify the referred noun. A non-defining relative clause is written between commas. It does not influence the meaning within the sentence. The meaning has been clear without the relative clause. Therefore, a relative clause is the additional information. It is not really needed. Its existence or inexistence does not change the meaning within the sentence. For example (3) Mr. James, the English

  

teacher, came late yesterday. It means that there is only one Mr. James in the

school. He is an English teacher in that school. He came late yesterday.

  Therefore, relative clause the English teacher is a non-defining relative clause that gives the additional information that does not really influence toward the meaning within the main sentence.

  In this research, the researcher is going to test the students’ mastery of defining and non-defining relative clauses. Relative pronouns the researcher uses in the test are who(m), which, that and ∅. Those relative pronouns are used only as a subject, object and object of preposition. Therefore, in the test, the researcher uses four relative pronouns for three functions in relative clauses, whereas, the researcher does not provide relative adverbs when and where because who(m), which, that and ∅  can substitute both relative adverbs. Also relative adverbs when and where function as adverbial of time and place that can be substituted by functions as subject, object and object of preposition. Besides adverbial of time and place, the researcher does also not use relative pronouns functioning as possessive in order to avoid confusing choices that cause many errors the students make.

b. Relative Pronouns

  Close (1977:52) describes four types of relative pronouns; subject pronouns, object pronouns, object of preposition pronouns and possessive. Table 2 is the description of relative pronouns according to Close (1977:52).

  

Table 2. Relative Pronouns according to Close (1977:52)