Data Analysis Technique RESEARCH METHODOLOGY

32 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. 33 Since this study investigates word stress errors, all the words with incorrect word stress in this study do not have the frequency of right occurrences. In other words, the analysis of the data is focused on the errors only.

B. Discussion

This section covers the discussion of the result findings, answering the research questions which are stated on this study. The first part of the discussion discusses the types of word stress errors which are produced by the students on their oral production. Meanwhile, the second part is aimed to find out some ways to overcome the word stress errors, which are helpful for the learners. The answers were obtained by analyzing the data of the research.

1. The Types of Word Stress Errors Produced by the Students

In order to answer the first research question, the researcher attempted to find out the types of word stress errors produced by the students. It was done by noticing the stress position on the words which were wrongly stressed by the students. From the data collection, it was found that there were two types of word stress errors, namely misplaced word stress and unnecessary word stress. Based on the research findings done by Chi 2000 and Kenyar 2009 presented in Chapter 2, the type of word stress error which also occurs in this study is misplaced word stress, which means that the primary stress falls on the wrong syllable. Another finding stating that “all the syllables are stressed” does not always occur in this study because the speakers tend to produce unnecessary stresses on their oral production. It means that the word sounds like it has more