the students’ error in using degrees of comparison comparative and superlative degrees; the data sources were taken from test and interview. The
data from test were used to know kinds of errors made by students of MTs Al-Islamiyah in using degrees of comparison. The data from interview were
used to know why students made errors in using degrees of comparison.
D. The Technique of Data Collection
To collect data, the writer gave the test and interview to students of MTs Al-Islamiyah West of Jakarta.
1. Test
This test was used to know kinds of errors made by students of MTs Al-Islamiyah in using degrees of comparison. The writer gave a test
which focused on the use of comparative and superlative degrees, and this test consists of 20 items are fill in the blank questions, and 10 items are
essay. Throughout 20 items about degrees of comparison asking about 10 items comparative degrees and 10 items asking about superlative degrees
in fill in the blank, and 5 items asking about comparative degrees and 5 items asking about superlative degrees in essay. The writer put the items at
random. The distribution of the test items is described in table 3.1 of this chapter.
2. Interview
Interview was used to know why students of MTs Al-Islamiyah in using degrees of comparison. The writer did an interview which focused
on why students of MTs Al-Islamiyah make errors in using degrees of comparison comparative and superlative degrees, and it consists of 4
items. The instrument sheet can be seen in appendix.
E. Instrument
The writer did the abservation into the class. Then, the writer saw what did the students have the difficult to do the exercise about degrees of
comparison. Therefore, the writer could take the conclusion about the class from abservation. The conclusion is about how far did the student study about
grammar espesially about degrees of comparison. So, the writer gave the test and interview to students of MTs Al-Islamiyah, West of Jakarta to get the
data. This test consists of 20 items of fill in the blank and 10 items of essay with the tested areas which are put in random throughout the items.
Table 3.1 Tested Area and Test Item Distribution
No Degrees of Comparison
Item Number 1.
Fill in the blank
Comparative degree
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Superlative
degree 11, 12, 13, 14, 15, 16,
17, 18, 19, 20 2.
Essay Comparative
degree 21, 22, 23, 24, 25
Superlative Degree
26, 27, 28, 29, 30
F. The Technique of Data Analysis
After collecting the data, the writer analyzed according to objectives of the research, i.e. finding out the kinds and causes of error. Since each
objective is analyzed by using different instrument, the data analysis also presented differently based on each instrument.
1. Test
After collecting the data, the writer analyzed the students’ errors by
focusing on their errors in using degrees of comparison from the students’
answer sheets. For data analysis procedure, the writer used descriptive analysis technique percentage.
Besides, the writer used some procedures in doing the analysis of data. Firstly, collecting the data which will be analyzed. Secondly, identifying and
analyzing the errors made by the students by circling the errors. Thirdly, classifying the errors are produced from types of error and sources of errors,
whether they are the error of types of error in comparative and superlative
degrees Omission, Addition, Misformation and Misorder, and sources of error in comparative and superlative degree Interlingual, Intralingual,
Contextual Learnong, and Communication Strategies. Finally, tabulating the errors by counting the errors, putting the errors into the tables based on the
classification of errors, and counting the percentage of the errors. It will be described in the table of percentage obtained by using the formula as
follows:
3
P= x 100
P= Percentage F= Frequency of wrong answer
N= Number of sample
Having count the percentage of errors, the writer analyzed sources of error to know why students make errors. Finally, by looking up the results of
the analysis, the next step is drawing some conclusions. After testing the students and identifying students’ errors. The third
step in the procedure is classifying the errors. The students’ errors are classified based on the kind degrees of comparison, as seen in table:
Table 3.2
Percentage of Errors Based on Types of Errors
No. Kinds Degrees of
Comparison Types of error
Frequency of Error
Percentage
1 Comparative degrees
Omission Addition
Misformation Misorder
2. Superlative degrees
Omission Addition
Misformation Misorder
3
Allan G. Bluman. Elementary Statistics:A Step by Step Approach 5
th
edition, New York:the McGraw-Hill Companies, Inc, 2004, p. 68.
