CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents and discusses the findings of the research based on the data obtained during the research. It involves of data description, data analysis,
and data interpretation.
D. Data Description
The writer gave two types of test to the students to take the score about
making the comparison, the tests are including: a.
Form This test is to test the students’ ability how to make the
comparative and superlative degree dealing with the pattern. b.
Usage This test is to test the students’ ability whether they are able to
distinguish the usage of comparative and superlative degree or not.
Table 4.1 Tested Area of Form and Usage
3 G
H
• ;
H
• ;
H H
E
Continue to the next page
G H
; ;
G G
G H
G H
G H
G
• ;
H
• ;
H H
G H
; ;
G G
G H
G H
?
=
E
= E
?
G ? ?
E =
Table 4.2 The Students’ Score of Test Result
. ?
?
? =
E E
= =
? ?
? ?
? ?
? ?
? ?
E E
= =
? ?
? ?
= =
= E
E =
=
Continue to the next page
= ?
?
? E
E
Note: Score A
: The score of comparative form Score B
: The score of superlative form Score C
: The usage score of degrees of comparison comparative and superlative
B. Data Analysis
The data analysis of the difficulty frequency of form and usage of degrees of comparison are listed in the table bellow:
c. The form of degrees of comparison
Table 4.3 General Frequency of Difficulty in Comparative Form
E =
I ? I
Continue to the next page
= == I
EEI E
??I E
E E
I =
= E
I EEI
EE EEI ?
? E
I 3
? =
=E I
To find out of the whole average is by using the formula as follows:
The table shows that is 76.11 students who got the difficulty in the form of comparative degree. The specific difficulty will be showed in the table bellow.
Table 4.4 Specific Frequency of Difficulty in Comparative Form
F P =
X 100 N x 10
274 =
X 100 36 x 10
27400 =
360 = 76.11
E =
I G
EEI =
== I EE EEI
E ??I
E =
I EEI
G G
G ?
E I
? I E
E I
E ??I
E
= E
I =
== I
=
EE EEI
From the data above, it can be explained that in the comparative type of adding –r there are 26 72.22 students who had the difficulty for item number 1
and 33 91.66 students who had the difficulty for item number 8. In the comparative type of double consonant there are 27 77.14 students who had the
difficulty for item number 3 and 24 66.66 students who had the difficulty for item number 9. In the comparative type of adding than there are 36 100
students who had the difficulty for item number 5 and 26 72.22 students who had the difficulty for item number 1. In the comparative type of change –y to –I
and add –er there were 33 91.66 students who had the difficulty for item number 4 and 31 86.11 students who had the difficulty for item number 10. In
the comparative type of syllable there are 11 30.55 students who had the difficulty for item number 2 and 22 61.11 students who had the difficulty for
item number 6. In the comparative type of irregular there are 36 100 students who had the difficulty for item number 5 and 31 86.11 students who had the
difficulty for item number 7. In the comparative type of adding be there are 27 Continue to the next page
77.14 students who had the difficulty for item number 3 and 24 66.66 students who had the difficulty for item number 9.
Table 4.5 General Frequency of Difficulty in Superlative Form
EEI == ==I
E I
? I E
I E
E ?
I =
= E
I =
=I E I
? ?
I 3
? E I
To find out of the whole average is by using the formula as follows: F
P = X 100
N x 10 234
= X 100
36 x 10 23400
= 360
= 65 Continue to the next page
The table shows that is 65 students who got the difficulty in the form of superlative degree. The specific difficulty will be showed in the table bellow.
Table 4.6 Specific Frequency of Difficulty in Superlative Form
EEI G
E I == ==I
E ?
I E
I ? I
E I
? I G
G G
= E
I E
I =
=I E
I
E
? I
E I
=
E ?
I
From the table above, it can be explained that in the superlative type of adding –st there are 15 41.66 students who had the difficulty for item number
11 and 23 63.88 students who had the difficulty for item number 19. In the superlative type of double consonant there are 28 77.77 students who had the
difficulty for item number 12 and 20 55.55 students who had the difficulty for item number 16. In the superlative type of adding the there are 22 61.11
students who had the difficulty for item number 13, 29 80.55 students who Continue to the next page
had the difficulty for item number 14 and 22 61.11 students who had the difficulty for item number 15. In the superlative type of change –y to –I and add –
est there are 29 80.55 students who had the difficulty for item number 14 and 16 44.44 students who had the difficulty for item number 17. In the
superlative type of syllable there are 22 61.11 students who had the difficulty for item number 13 and 27 75 students who had the difficulty for item number
18. In the superlative type of irregular there are 22 61.11 students who had the difficulty for item number 15 and 32 88.88 students who had the difficulty for
item number 20. In the superlative type of adding be there are 22 61.11 students who had the difficulty for item number 15 and 20 55.55 students who
had the difficulty for item number 16. d.
Distinguishing the usage of degrees of comparison
Table 4.7 General Frequency of Difficulty in the Usage of Degrees of
Comparison
I == ==I
E ??I
? I
E ??I
E E
E ??I
= =
I I
E ??I
? ?
E ??I
3 ?
E == =I
To find out of the whole average is by using the formula as follows:
The table shows that is 87.77 students who got the difficulty in distinguishing the usage between comparative and superlative degree. The
specific difficulty will be showed in the table bellow.
Table 4.8 Specific Frequency of Difficulty in the Usage of Degrees of Comparison
F P =
X 100 N x 10
316 =
X 100 36 x 10
31600 =
360 = 87.77
+ ,
- .
1 +
2 2
2 2
2 2
2 2
2 2
2 2
G G
G 2
E
G G
G 2
=
2 2
2 2
2 2
2 2
2 2
?
2 2
+ +.
+ +.
+. ,
+ +.
+. 003004 34
4 0+3++4
4 4
+03004 003004 4
4
From the table above, there are 32 88.88 students who made error for the item number 21, 28 77.77 students who made error for the
item number 22, 36 100 students who made error for the item number 23, 30 83.33 students who made error for item number 24, 36 100
students who made error for the item number 25, 36 100 students who made error for the item number 26, 14 38.88 students who made error
for the item number 27, 32 88.88 students who made error for the item number 28, 36 100 students who made error for the item number 29,
and 36 100 students who made error for the item number 30.
Table 4.9 Type and Percentage of Difficulty in Learning Degrees of Comparison
3 =E
I
3 EI
3 = ==I
From the table above, the writer makes the diagram of the percentage bellow:
Diagram 4.1 Type and Percentage of Difficulty in Learning Degrees of Comparison
100 - 90 -
87.77 80 -
76.11 70 -
65 60 -
50 - 40 -
30 - 20 -
10 - 0 -
Comparative Superlative
Usage From the diagram above, it shows there are 76.11 students who had the
difficulty in the item of the comparative form, 65 in the form of superlative, and 87.77 students in the item of usage of degrees of comparison.
C. Data Interpretation
