# Data Analysis CONCLUSION AND SUGGESTION

### B. Data Analysis

The data analysis of the difficulty frequency of form and usage of degrees of comparison are listed in the table below:
a. The form of comparative degree
Table 4.2 General Frequency of Students’ Mastery in Comparative Form
To find out the whole average used the following formula:
No Item Number Frequency of Mastery Percentage
1 1
8 21.05
2 2
8 21.05
3 3
3 7.89
4 4
11 28.94
5 5
6 15. 78
6 6
2 5.26
Total 6
38 99.97
F
P = x 100
N x n
38 P =
x 100 38 x 6
The table shows that 16, 66 students who got the mastery in the form of comparative degree. The specific frequency of mastery in comparative form will
be showed in the table below.
Table 4.3 Specific Frequency of Students’ Mastery in Comparative Form
No Comparative Types
Item Number
Frequency of Mastery
Percentage
–er 1
8 21.05
2 8
21.05 4
11 28.94
5 6
15.78 6
2 5.26
3 Change
–er 3
3 7.89
From the table above, it shows that in comparative type of adding –er
there are eight 21.05 students who had the mastery for the item number 1, eight 21.05 students who had the mastery for the item number 2 and eleven
28.94 students who had the mastery for the item number 4. In the comparative type of adding more- before adjective there are six 15.78 students who had
the mastery for the item number 5 and two 5.26 students who had the mastery for the item number 6. In the comparative type of changing
–y to –i and add –er there are three 7.89 students who had the mastery for the item number 3.
3800
P = 228
P = 16, 666
b. The form of superlative degree
Table 4.4 General Freque
ncy of Students’ Mastery in Superlative Form
To find out the whole average used the following formula:
No Item Number Frequency of Mastery Percentage
1 7
11 28.94
2 8
9 23.68
3 9
7 18.42
4 10
21 55.26
5 11
11 28.94
6 12
18 47.36
Total 6
77 202.6
F
P = x 100
N x n
77
P = x 100
38 x 6
7700
P = 228
P = 33. 77
The table shows that 33.77 students who got the mastery in the form of superlative degree. The specific mastery will be showed in this following table.
Table 4.5 Speci
fic Frequency of Students’ Mastery in Superlative Form
F
From the table above, it can be explained in superlative type of adding –
the most before adjective there are eleven 28.94 students who had the mastery for the item number 7 and nine 23.68 students who had the mastery for the
item number 8. In the superlative type of adding article the there are nine 23.68 students who had the mastery for the item number 8, seven 18.42 students
who had the mastery for the item number 9, twenty one 55.26 students who had the mastery for the item number 10 and eighteen 47.36 students who had
the mastery for the item number 12. In superlative type of changing –y to –i and
add –est there are twenty one 55.26 students who had the mastery for the item
number 10. In superlative type of irregular there are twenty one 55.26 students who had the mastery for the item number 10. In superlative type of
adding –est there are eleven 28.94 students who had the mastery for the item
number 11 and eighteen 47.36 students who had the mastery for the item number 12. In superlative type of adding be there are seven 18.42 students
who had the mastery for the item number 9.
No Superlative Types Item
Number Frequency
of Mastery Percentage
7 11
28.94 8
9 23.68
8 9
23.68 9
7 18.42
10 21
55.26 12
18 47.36
3 Change
–est 10
21 55.26
4 Irregular superlative
10 21
55.26 5
11 11
28.94 12
18 47.36
9 7
18.42
c. Distinguishing the usage of degrees of comparison comparative and
superlative
Table 4. 6 General Frequency of Studen
ts’ Mastery in the Usage of Degrees of Comparison Comparative and Superlative
To find out of the whole average used the following formula:
No Degrees of Comparison Item
Number Frequency of
Mastery Percentage
1 Comparative
13 2
5.26 2
Superlative 14
23 60.52
3 Superlative
15 19
50 4
Superlative 16
23 60.52
5 Comparative
17 26
68.42 6
Comparative 18
4 10.52
Total 6
96 252.61
F
P = x 100
N x n
96 P =
x 100 38 x 6
9600
P = 228
P = 42, 105
The table shows that there are 42,105 students who got the mastery in the usage of comparative and superlative degree. The Specific Frequency of
Students’ Mastery in the Usage of Comparative and Superlative Degree will be showed in this following table.
Table 4. 7 Specific Frequency of
Students’ Mastery in the Usage of both Comparative and Superlative Degree
No Item
Number Question
Rule Frequency
of Mastery
Percentage
1 13
This car
is…than that
one. comfortable
more comfortable
5.26
2 14
…food in town. spicy
the, change
–y to
23 60.52
3 15
Rizky is … boy in his class. tall
est. 19
50
4 16
Dik Doank is … man
in his
community. popular
the most popular
most before
60.52
5 17
Your house is … her old house.
expensive more
expensive than
26 68.42
6 18
My friend is a … swimmer
than I am, but I managed to keep
up. strong Stronger
4 10.52
From the table above, there are two 5.26 students who had the mastery for for item number 13, twenty three 60.52 students who had the mastery for
for item number 14, nineteen 50 students who had the mastery for for item number 15, twenty three 60.52 students who had the mastery for for item
number 16, twenty six 68.42 students who had the mastery for for item number 17 and four 10.52 students who had the mastery for item number 18.
Table 4. 8 Type and Percentage of Mastery in Learning Degrees of Comparison
No Types
Percentage
1 The form of comparative degree
16.66 2
The form of superlative degree 33.77
3 The usage of both comparative and superlative degree
42.105
From the table above, it shows that there are 16.66 students who had the mastery in the items of comparative form, 33.77 students who had the mastery
in the items of the superlative form and 42.105 students who had the mastery in the items of the usage of both comparative and superlative degree.
After analyzing, the writer took interview to five students who got bad scores to know what the factors are and why the students low in mastering degrees
of comparison. Here are some questions which were asked to the interviewee as
follows in Bahasa:
1. Bagaimana pendapatmu tentang degrees of comparison?
2. Pada aspek apa saja kamu kesulitan memahami degrees of comparison?
3. Apa penyebabnya kamu sulit memahami dan menguasai degrees of
comparison?
Student a. 1.
Sangat sulit. 2.
Sepertinya bentuk- bentuk ataupun rumusnya sulit bagi saya. 3.
Karena saya sering bingung harus pakai imbuhan –er -est dan more most. Kadang lupa pakai kata the dulu untuk kalimat superlative.
Student b. 1.
Sulit. 2.
Menurut saya comparative dan superlative. 3.
saya belum mengerti bagaimana membedakan cara pakai more most ataupun imbuhan
–er -est. Student c.
1. susah.
2. hampir semuanya sulit, saya ga bias.
3. Saya kurang mengerti materi tentang degrees of comparison. Karena pada
waktu itu saya tidak masuk sekolah jadi ketinggalan pelajaran tentang itu. Student d.
1. sulit sekali.
2. comparative juga superlative.
3. Saya sulit membedakan bagaimana cara pilih more atau tambahan -er nya,
sering kebolak- balik. Kadang saya bingung pakai the apakah untuk comparative atau superlative.
Student e. 1.
sulit. 2.
rumus-rumus nya sulit. 3.
kalau soalnya pilihan ganda, saya sering terkecoh dengan jawabannya membingungkan untuk pilih yang mana. Saya juga bingung kalo
pertanyaannya berbentuk isian, apakah harus ditambah imbuhan –er atau –est
dan sering ketukar pilih more atau most nya.

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

9  91  44

43  250  18

23  230  20

42  313  21

127  433  19

3  95  23

10  80  16

3  94  76

5  117  17

9  107  13

3  67  15

31  895  16

14  250  43

9  189  23

1  143  24

12  197  23

10  251  14

9  244  50

5  145  17

7  249  30

13  284  23