VARIATIONS ON THE MASTERY OF RELATIVE PRONOUNS BY SENIOR HIGH SCHOOL STUDENTS

Abstract

The study is intended to see the characteristics of mastery in relative pronouns. The study used quantitative design. The instrument is test and the data analysis is using descriptive statistics particularly rate percentage. The study revealed the following findings.
The students’ mastery on relative pronouns is fair. The mean score is 60.162 and the score distribution is of 50 students, (1) 5 or 5% got A or very good level, (2) 9 or 9% got B or good level, (3) 8 or 8% got C or fair level, (4) 13 or 13% got D or poor level, (5) 15 or 15% got E or fail level. It means from 50 students, 28 or 28% were failed level and 22 or 22% were successful on relative pronouns. The characteristics of the ill-form variations in sentences
using “which”, “who”, “whom”, “whose”, and “that”. The ill-form variations of “which” contained the use of “whose, who, and whom” after object or subject of the clauses. The illform variations of “who” showed interchangeable use of “whose, whom, that, and which” after people or person as the subject of the clauses. The ill-form variations of “whom” were varied with “whose, who, which, and that” after a person as the object of the clauses. The ill-form variations of “whose” indicated characteristics of the use of confused use of “who, whom, which, and that” before possessive pronoun. The ill-form variation of “that” showed confused use of “who, whose, and whom” after the subject or object of the adjective clauses.

Keywords: relative pronouns, ill-form, variations.