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4.2 FINDINGS
In the preceding chapter, the procedures of doing the analysis of data have been mentioned clearly. Besides, some of those procedures have been followed well and periodically
beginning from collecting the data, correcting the data, and identifying the errors produced by circling that error. The results of the analysis of data or the findings are shown as follows:
4.2.1 Classification of Errors
Having identified the errors by circling them, all the data were classified according to their kinds of errors: errors in using personal pronouns as subject and as object, errors in using
possessive pronouns mine, yours, his, hers, its, ours, theirs, errors in using reflexive pronouns self and selves, errors in using demonstrative pronouns this, that, these, those, errors in using
interrogative who, which, what and errors in using indefinite pronouns someone, somebody, something, none. The following table is the data achieved from the test:
The table consists of the data obtained that was put in the tables. They are tables of scores and categorizes of student‟ abilities in using pronouns in the general functions and students‟
abilities in using pronouns for each function.
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Table8. Percentages of personal pronouns No.
Score Categories
Frequency Percentage 1
6 Very good
2 4-5
Good 12
40 3
3 Fair
11 36.66
4 2
Low 5
16.66 5
1 Very low
2 6.66
Total 30
100
Table9. Percentages of possessive pronoun No.
Score Categories
Frequency Percentage 1
6 Very good
2 4-5
Good 3
10 3
3 Fair
7 23.33
4 2
Low 8
26.66 5
1 Very low
12 40
Total 30
100
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Table10. Percentages of reflexive pronoun No.
Score Categories
Frequency Percentage 1
6 Very good
2 4-5
Good 2
6.66 3
3 Fair
1 3.33
4 2
Low 10
33.33 5
1 Very low
11 36.66
6 Zero
6 20
Total 30
100
Table11. Percentages of demonstrative pronouns No.
Score Categories
Frequency Percentage 1
6 Very good
1 3.33
2 4-5
Good 1
3.33 3
3 Fair
4 13.33
4 2
Low 11
36.66 5
1 Very low
11 36.66
6 Zero
2 6.66
Total 30
100
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Table12. Percentages of interrogative indefinite pronouns No.
Score Categories
Frequency Percentage 1
6 Very good
2 4-5
Good 3
10 3
3 Fair
4 13.33
4 2
Low 13
43.33 5
1 Very low
4 13.33
6 Zero
6 20
Total 30
100
The students‟ scores are put in some categories as shown in the tables bellow:
Table13. Percentages of the whole functions of pronouns No
Score Categories
Frequency Percentage 1
25 – 30
81-100 Very good
2 19
– 24 61-80
Good 3
13 – 18
41-60 Fair
5 16.66
4 7
– 12 21-40
Low 24
80 5
1 – 6
1-20 Very low
1 3.33
Total 30
100
Based on the data obtained, students‟ highest score in general is 17, the lowest score is 1 a
nd students‟ mean score is 10.63. Students‟ score of each section are illustrated as follows:
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Table14 . Students‟ highest, lowest, and mean score
Based on the data obtained, students‟ highest score in personal pronoun is 12, the lowest
is 2; highest score in possessive pronoun is 3, the lowest is 12; highest score in reflexive pronoun is 2, the lowest is 6; highest score in demonstrative pronoun is 1, the lowest is 2 and highest
score in indefinite and interrogative pronoun is 3, the lowest is 6.
Table15. Pronoun Area based on its High Frequency of Errors
No. Pronouns Area
Frequency of error
Percent of error
1. Demonstrative Pronoun
137 66.66
2. Indefinite
Interrogative Pronoun
125 69.44
3. Reflexive Pronoun
120 76.11
4. Possessive pronoun
118 62.77
5. Personal pronoun
81 45
No. Personal pronoun‟s functions
Highest score Lowest score
Mean 1
Personal pronoun 12
2 8.83
2 Possessive pronoun
3 12
5.50 3
Reflexive Pronoun 2
6 5.33
4 Demonstrative Pronoun
1 2
3.83 5
Indefinite Interrogative Pronoun 3 6
5.00
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In table 13 it is showed that most of students make error in reflexive pronoun, with frequency 76.11. With those frequencies, the teacher must pay more attention to this personal
pronoun. The second level is Indefinite pronoun, the third is demonstrative pronoun, the forth is possessive pronoun and the last is personal pronoun. It is clear that the position is movable, both
object and subject, between possessive pronoun and reflexive and possessive adjective follows. It seems that the function of every personal pronoun makes students confuse to choose the right
answer. The students know the changes of personal pronoun fo rm, like „I‟ to „Me‟, „Mine‟ to
„Myself‟, but the function is different in sentences, so, most of students make error. Besides those difficult materials, there are many factors why the students make errors. The first is the
facility of student learning, like English book. The school does not obligate the students to have English book, so, most of them get the information only from the teacher and it is not sufficient.
The second may come from the method of teaching, because how well the students understand the material depends on the method of teaching that teacher uses. The third factor is the students
themselves. They perhaps can understand the material; it has been explained by the teacher for several times, but they still keep making error. The students motivation in learning English may
also be caused of students‟ error may be it is because the students‟ interest in learning English is not much than any other subjects that they like to study.
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4.2.2 Analysis per item
Kategori