The cr edibility of a research depends on the researcher‟s in depth analysis
and the sufficient information rather than the number of the sample Patton, 1990: 169. Therefore, credibility is determined
by the researcher‟s ability in analyzing the data. However, Lincoln and Guba 1983: 316 argue that the credibility of a
research is impossible without its dependability which is measured by checking the consistency of the researcher in doing the research. In other words,
dependability and credibility are tied together. The third criterion of a trustworthy research, which is confirmability, is achieved through the researcher‟s ability in
demonstrating the neutral situation of the research interpretation Lincoln and Guba, 1983: 320. Since the variables of qualitative research are value-bound, the
result cannot be objective. Still, the result of a qualitative research must be confirmable. Meanwhile, the last but not the least criterion which is transferability
means that the findings of the research are applicable to the new situation Lincoln and Guba, 1983: 125.
In order to achieve credibility, the researcher applied triangulation technique. Triangulation utilizes something outside the data to verify or compare
them Moleong, 2001: 178. In this research, the researcher conducted triangulation by consulting the data with her first and second supervisors Titik
Sudartinah, S.S., M.A. and Niken Anggraeni, S.S., M.A.. Moreover, the researcher asked her three friends to check, recheck, and compare the
trustworthiness of the data. Meanwhile, transferability is achieved by reading and rereading to make sure that this research is able to be easily understood by the
readers and can be used by other researchers to develop or conduct the related
research. In this research, the researcher also tried to make a dependable and conformable research by checking the consistency of the process of this research
and analyzing the data carefully.
47
CHAPTER IV FINDINGS AND DISCUSSION
As mentioned in Chapter I, this research is aimed at identifying the types of figures of speech in the selected Kid President‟s speeches, describing the
functions of figures of speech in the selected Kid President‟s speeches, and analyzing how the figures of speech
in Kid President‟s speeches characterize children
‟s empowerment. In this chapter, the researcher presents the findings and discussion of the research which are based on those research objectives. This
chapter consists of two subchapters namely findings and discussion.
A. Findings
In this first sub chapter, the researcher presents the findings related to the research objectives. In order to make this subchapter easier to be understood, the
researcher provides a table which contains the findings as can be seen below.
Table 2: The Frequency of the Types of Figures of Speech, the Functions, and the Steps of Empowerment in Kid President Speeches
TYPES OF FIGURES
OF SPEECH F
FUNCTIONS F
STEPS OF EMPOWERMENT
F a
b c
d I
II III
IV
1 5
7.0
5 1
1 7
6.1 1
1 4
4 10
7.4
2
17 24.3
15 8
1 8
32 27.8
4 4
13 13
34 25.0
3 9
12.9
9 1
1 11
9.6 1
1 8
8 18
13.2
4
4 5.7
4 4
8 7.0
4
4 3.0
5 13
18.6
12 1
9 4
26 22.6
3 3
10 10
26 19.1
6
8 11.4
8 1
9 7.8
1 1
7 7
16 11.8
7 8
2 2.9
2 2
1
5 4.3
2 2
4 2.9
9 3
4.3
1 3
4 3.5
1 1
2 2
6 4.4
10 1
1.4
1 1
0.9 1
1 2
1.5
11 6
8.6 4
6 10
8.7 6
6 12
8.8
12 2
2.9
2 2
1.7 2
2 4
2.9 TOTAL
70 100
52 11
36 16
115 100
14 14
52 56
136 100
45.2 9.6
31.3 13.9
10.3 10.3
38.2 41.2
Notes: F : Frequency
: Percentage
Perrine 1969: 65-118 proposes twelve types of figures of speech which are called simile, metaphor, personification, apostrophe, metonymy, synecdoche,
symbol, allegory, irony, paradox, hyperbole, and litotes. As seen in Table 2 above, the total frequency of the occurrence of figures of speech in the top ten speeches
of Kid President is 70. Almost all of the types of figures of speech proposed by Perrine are used by the speaker. There is only one type of the twelve types of
figures of speech which is not applied. That type is allegory. In his speeches, Kid President does not apply allegory because it is
considered as a type of figures of speech with the highest complexity. It is used by applying a sequence of symbols through a narration. Because of its complexity,
allegory is rarely used in modern literature Perrine, 1969: 92. Meanwhile, the speaker of the speeches being analyzed is an eleven-year old kid. Therefore, in his
1 : Simile
2 : Metaphor
3 : Personification
4 : Apostrophe
5 : Metonymy
6 : Synecdoche
7 : Allegory
8 : Symbol
9 : Paradox
10 : Irony
11 : Hyperbole
12 : Litotes
a : giving imaginative pleasure b : bringing additional imagery
c : adding emotional intensity d : saying much in brief
compass I
: being involved in a crisis or “life transition”
II : acting on anger or frustration
III : responding to new
information IV
: building on inherent strengths and capabilities
