5 10
15 20
25 30
35 40
Omission Addition
Misformation Misorder
types of error
Chart 4.12 Percentage Based on Superlative of Types of Errors
The Chart above shows that there are four type of errors on Superlative degree omission, addition, misformation, and misorder which are analyzed. The
highest frequency of error is in using misformation with 36.04, and the lowest one is the frequency of error in using addition with 1.97. Most students make
errors in using misformation because they still have not understood about the usage of superlative by choosing the wrong form of structure or morpheme.
Besides that, they are still confused about changing the adjectives or adverbs on superlative form with one or more syllables.
2 4
6 8
10 12
14
Interlingual Intralingual
Contextual Learning
Commmunication Strategies
Sources of error
Chart 4.13 Percentage Based on Comparative of Source of Errors
The Chart above shows that there are four source of errors on comparative degree interlingual, intralingual, contextual learning, and communication
strategies which are analyzed. The highest frequency of error is in using intralingual with 12.52, and the lowest one is the frequency of error in using
interlingual with 7.47. Most students make errors in using intralingual because they still have not understood about the usage of comparative by
overgeneralization, which is the negative counterpart of intralingual transfer. Besides that, they are still confused about changing the adjectives or adverbs on
comparative form with one or more syllables. So, they think partial study.
5 10
15 20
25 30
35
Interlingual Intralingual
Contextual Learning
Commmunication Strategies
Sources of error
Chart 4.14 Percentage Based on Superlative of Source of Errors
The Chart above shows that there are four source of errors on superlative degree interlingual, intralingual, contextual learning, and communication
strategies which are analyzed. The highest frequency of error is in using communication strategies with 34.50, and the lowest one is the frequency of
error in using contextual learning with 7.25. Most students make errors in using communication strategies because they still have not understood about the usage
of superlative by thinking that between in mother tongue and second language has same constructions. Besides that, they are still confused about changing the
adjectives or adverbs on superlative form with one or more syllables. So, they think to make same constructions to make answer easy.
Having made percentage the errors produced, the next procedure is analyzing types and sources of error to know why students of MTs Al-Islamiyah
make errors in using degrees of comparison. This research did not only focus on what kinds of errors made by students, but also the causes of error. The writer
gave questionnaire to students to know the causes of error, and there will be discussed why the students make errors in using degrees of comparison.
After the writer finished giving some questioners for 30 students of MTs Al-Islamiyah, the writer found the reasons why students got errors in using
degrees of comparison about the one or more syllable in comparative and superlative degree. The reasons why students did the errors are less of reading
grammar and low motivation.
B. Data Interpretation
Based on the analysis of the results above, it can be shown from the Table below:
Table 4.15 Percentage of Errors Based on the Highest to the Lowest of Total Errors
No. Kinds Degrees of
Comparison Types of error Frequency of
Error Percentage
1 Comparative and
Superlative degree Misformation
247 54.28
Omission 89
19.56 Misorder
87 19.12
Addition 33
7.25
The Table above shows that the highest frequency of types of errors is misformation 247 errors, and the lowest one is addition 33 errors. However, it
does not mean that the most errors that the students made are in using misformation. The writer does not use the highest frequency of errors as a
criterion to count the most errors which are made by students because there are two types of error in comparative and superlative degree. Therefore, he uses the
average to count the percentage of errors which are made by students, and the result shows that the most errors which are made by students on second grade of
MTs Al-Islamiyah is in misformation with percentage 54.28. With those percentages, teachers must pay more attention to this misformation. Moreover,
students have not understood the usage of misformation, and they still think that when the students chose the wrong form of structure or morpheme.The second is
omission with percentage 19.56, and the third is misorder with percentage 19.12,and the last is addition with percentage 7.25. For clearer understanding,
the distribution of those percentages can be described by using graphic in form of histogram as follow:
10 20
30 40
50 60
Misformation Omission
Misorder Addition
types of error
Chart 4.16 Percentage of Errors based on the Highest to the Lowest of Total Errors
Table 4.17 Percentage of Errors Based on the Highest to the Lowest of Total Errors
No. Kinds Degrees of
Comparison Sources of
error Frequency of
Error Percentage
1 Comparative and
Superlative degree Communication
Strategies 194
42.63 Interlingual
96 21.09
Intralingual 94
20.65 Contextual
Learning 71
15.60
The Table above shows that the highest frequency of types of errors is communication strategies 194 errors, and the lowest one is contextual learning
71 errors. However, it does not mean that the most errors that the students made are in using communication strategies. The writer does not use the highest
frequency of errors as a criterion to count the most errors which are made by students because there are two types of error in comparative and superlative
degree. Therefore, he uses the average to count the percentage of errors which are made by students, and the result shows that the most errors which are made by
students on second grade of MTs Al-Islamiyah is in communication strategies
with percentage 42.63. With those percentages, teachers must pay more attention to this communication strategies. Moreover, students have not
understood the usage of communication strategies, and they still think that when the students chose the wrong form of structure or morpheme. The second is
Interlingual with percentage 21.09, and the third is intralingual with percentage 20.65, and the last is contextual learning with percentage 15.60. For clearer
understanding, the distribution of those percentages can be described by using graphic in form of histogram as follow:
10 20
30 40
50
Communication strategies
Interlingual Intralingual
Contextual learning
Sources of error
Chart 4.18 Percentage of Errors based on the Highest to the Lowest of Total Errors
The result of test and questionnaire are match. Both test and questionnaire have the same findings about the most errors which are made by students of MTs
Al-Islamiyah; they are misformation of types error and communication strategies of sources error. The result of test shows that students still have not understood
the use of misformation with percentage 54.28, and communication strategies with percentage 42.63. Meanwhile, the result of questionnaire shows that
students do not understand in one or more syllable in comparative and superlative with the reasons are less of reading grammar and low motivation.
46
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
After conducting the research, the writer found several findings; types of error
are Misformation54.28,
Omission19.56, Misorder19.12,
Addition7.25, and sources of errors are Communication Strategies 42.63, Interlingual 21.09, Intralingual20.65, Contextual Learning15.60. It
can be concluded that the most errors made by students of MTs Al-Islamiyah, Kebon Jeruk is in Misformation of types of errors and Communication Strategies
of sources of error. The reasons based on the interview why the students made errors in using
degrees of comparison are students do not understand in one or more syllable in comparative and superlative with the reasons are less of reading grammar and low
motivation.
B. Suggestions
Based on the conclusion above, it can be delivered some suggestions: 1.
English teachers are suggested to teach how to use degrees of comparison in sentence, both oral and written clearly and completely.
2. English teachers should give more exercises and practices to the students
regarding any kinds of examples of degrees of comparison. 3.
Students should learn more diligently. 4.
Students should read any kinds of grammar books to enrich their ability in understanding language structures.
5. School should provide some books which help students.
