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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter consists of two major sections, namely the presentation and the discussion. The first section deals with the data gathered on this study. On the
other hand, the second section describes the answer of the research problems, which are firstly about the types of word stress errors produced by the students
and secondly about some ways to overcome the word stress errors.
A. Research Results
As presented in Chapter 3, the writer obtained the data by listening carefully to the dialogue spoken by the students in the play performance The
Good Woman of Setzuan. Afterwards, the writer identified the inappropriate or incorrect word stresses which appeared in the play performance using some
theories and dictionaries as the guidance to collect the data. After finding the data, she classified the words based on the word categories and also the stress
placement. Then, the writer transcribed the word stresses produced by the students. The data collected was analyzed in order to answer the two research problems.
Based on the data gathered in this study, the total numbers of words which have wrong stresses are 77 words with 105 total occurrences. It is also found that
there are five word categories which are incorrectly stressed, namely noun, verb, adjective, adverb, and compound. Nouns have the highest rank of incorrect stress
with 62 occurrences. It is followed by adjectives with 22 occurrences, verbs with
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fifteen occurrences, and afterwards adverbs and compounds with respectively three occurrences.
The researcher summarizes all the results into a table. The table below has the list of word classes, the occurrences of each type of errors, and also the total
occurrences of the errors.
Table 4.1 Occurrences of Word Stress Errors
No. Word
Categories Types of Error
Total Occurrences
of Error Misplaced Word
Stress Unnecessary
Word Stress
1. noun
53 9
62 2.
adjective 19
3 22
3. verb
14 1
15 4.
adverb 3
3 5.
compound 2
1 3
Total 91
14 105
From the data analysis, the researcher finds that the most common type of error produced by the students is misplaced word stress. As seen in the table
above, this type of error is produced 91 times. The words produced are mostly nouns with 53 occurrences and followed by adjectives with nineteen occurrences,
verbs with fourteen occurrences, adverbs with three occurrences, and the last is compounds with two occurrences. Another type of error, unnecessary word stress,
occurs fourteen times. Nouns also have the highest rank with nine occurrences, followed by adjectives with three occurrences, and finally a compound and a verb
which respectively occurs once. There is no adverb for this type of error.
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