Discussion RESEARCH FINDINGS AND DISCUSSION

B. Discussion

To answer the first question, there was a formula applied. There was: z = percentage of students’ mastery of stress placement of nouns x = appropriate stress placement spoken by the students y = total occurrences of each type of noun spoken by the students This formula was applied to each type of the noun based on the data obtained by the researcher. Moreover, the percentage would reveal how well the students master stress placement of nouns. 80 - 100 = students have very good mastery of stress placement of nouns 70 - 79 = students have good mastery of stress placement of nouns 56 - 69 = students have sufficient mastery of stress placement of nouns 50 - 55 = students have insufficient mastery of stress placement of nouns 49 = students do not master stress placement of nouns. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI This formula was applied to each type of the noun. For disyllabic nouns, the formulation would be: Formulation for trisyllabic nouns would be: Formulation for tetrasyllabic nouns would be: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Formulation for affix nouns would be: Formulation for compound nouns would be: Formulation for all types of nouns would be: By referring to the results of the formula above, the first question could be answered. The first problem was about how well the second semester students of English Language Education Study Program master stress placement of nouns. The formulations showed that the participants only mastered 20. 61 stress placement of disyllabic nouns, 17. 5 stress placement of trisyllabic nouns, 40 stress placement of tetrasyllabic nouns, 21. 81 stress placement of affix nouns, and 17. 05 stress placement of compound nouns. While for stress placement of all types of nouns, the students only mastered 20. 15. As explained in page 52, the percentage that was below 49 meant that the students had not mastered the stress placement of nouns yet. Therefore, it could be concluded that the students had not mastered the stress placement of disyllabic, trisyllabic, tetrasyllabic, affix, compound nouns and the combination of all types of nouns yet since the results from the formulations were all below 49. After answering the first question, the writer moved to the second question. In the second question, the researcher intended to analyze what kind of errors made by the participants. In order to obtain the answer of the second question, the researcher tried to analyze the characteristics of the word stress errors. From the analysis, it could be concluded that there were three characteristics of word stress errors occurred here. The first one was misplacing the stress. If the speaker misplaced the stress, it meant that he or she put the stress on the second or third syllable when it was supposed to fall on the first syllable. Or he or she put the stress on the last syllable when it was supposed to fall on the penultimate syllable, etcetera. Examples of misplacing word stress could be observed in Figure 4.2.1. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Figure 4.2.1: Examples of the First Type of Word Stress Error: Misplacing the Word Stress The sound of the image peo’ple motorcy’cle universi’ty The appropriate word stress pattern ’pi:pl mo ʊ t əsa ɪ kl ju:n ɪ v ɜ :s ɪ ti Another kind of errors made by the participants was double-stressing the word that actually only had one stressed syllable. By double-stressing the word, a word that actually only had a stress on it would have two primary stresses. This error only happened to the words that had three syllables or more. Examples were in the Figure 4.2.2. Furthermore, the last kind of word stress errors that could be concluded by analyzing the data was putting the equal stress to the syllables, either both syllables unstressed or even stressed. If the syllables were given stress in very low pitches, the word would be heard like it was unstressed. On the contrary, if the syllables were given stress in very high pitches, the word would be heard like it had two or more primary stresses. The examples could be seen in Figure 4.2.3. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Figure 4.2.2: Examples of the Second Type of Word Stress Error: Double-stressing the Word The sound of the image fami’ly ‘are’a ‘priva’cy The appropriate word stress pattern fæm ɪ li e əriə pra ɪ v əsi Figure 4.2.3: Examples of the Third Type of Word Stress Error: Putting Equal Stress to All Syllables The sound of the image ‘bath’room ‘go’vern’ment ‘flow’er The appropriate word stress pattern ‘bathroom g ʌ v ənmənt fla ʊ ə PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V CONCLUSIONS AND SUGGESTIONS