Function of Infinitive without To

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B. The Relevant Studies

For this skripsi the writer put the relevant study that related to the title “Error Analysis on the Use of Gerund, To Infinitive and Infinitive without To at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel”, and the relevant research that used by the writer is “Skripsi” from Mansur with the title “Error Analysis on Student’s Grammar Mastery at SMP Muhammadiyah 17”, Fitri Indriyani with the title “Error Analysis on English Tenses Found in the Students’ Writing at SMA Dharma Karya UT”, Leti Lisdianty with the title “ Analysis on Students’ Difficulties in Distinguish Gerund and Present Participle at SMA PGRI 56 Ciputat” and Ade Laili Akhiliyyah with the title “Analysis on The Difficulties Faced by The Students in Learning Gerund at the First Grade of MTs Darul Amal Bekasi”, Insanul Kamelia with the title “An Analysis on The Students’ Errors in Distinguishing Gerund and Present Participle at the Second Grade Students of SMA Muhammadiyah Cipondoh” and Muhammad Cho tib Firdaus with the title “An Error Analysis of Students Ability in Using Gerund at Second Grade of SMK Taman Ilmu Depok”. From his research, Mansur can be describe that the errors in overgeneralization area are the most frequent errors in which the students committed 115 errors or 62 , it is followed by errors in omission there are 19 errors or 10.21 , in addition there are 34 errors or 18.1 and in over generalization there are 18 errors or 9.7 . Therefore there are no errors in double marking and misordering or 0 . From her research , Fitri Indriyani showed that the highest frequency of errors in present perfect tense. The average of error percentage is 60.55 of students made error in this type of tenses. Most students made error in these items because they did not understand the function of has and have. They can not distinguish the use of has and have in the sentence. 37 students made error 68.51 and beside that 40 students made error 74.07 in using verb past participle. Then, the second level is 33 students made error 61.11 in using was and were and distinguish it in the sentence of simple past tense, and 27 made error 50 in using verb past correctly. 31 Finally, the lowest frequency of error is in simple present tense. Percentage of error from these is 39.25 . The students still confused of subject verb agreement. And the highest error made by 30 students is 55.55 the error made by students in distinguish between singular and plural verb in simple present tense. From her research, Leti Lisdianty could be concluded that 20.14 of XI Grade of SMA PGRI 56 Ciputat, found the difficulties in distinguishing gerund and 34.22 of XI Grade of SMA PGRI 56 Ciputat , found the difficulties in distinguishing present participle. From her research, Ade Laili Akhiliyyah showed the test consist of 10 complete the sentences and 10 multiple choices and each number of gerund is put in random. From the result of analysis , the highest percentage of difficulties is in using gerund as object of certain verbs is 39 and the lowest percentage of difficulties is in using gerund as subject of a sentence is 33 and all of them caused by external and internal factors. From her research, Insanul Kamelia showed the frequency of the errors occurs in the students in distinguishing gerund and present participle from 1350 sentences collected from 45 students it is found 376 errors : selection errors 73.41 and addition errors 26.59 . It is clearly shown from the types of error explained that the most common errors committed by the students is selection which reaches 73.41. From his research, M. Chotib Firdaus showed that there were 96 errors or 16.25 students made errors in using gerund as subject, 148 errors or 25.04 students made errors in using gerund as object of preposition, 187 errors or 31.64 students made errors in using gerund as direct object of certain verbs, and 160 errors or 27.07 students made errors in using gerund as complement. The writer also classified the types of errors made by the students, from 591 errors, 424 of them are misinformation. This types of errors contributed 71.74 to whole scores. Next type is omission, the total of its errors is 123 or 20.18. The last type is addition, only 44 or 7.45 errors in this type.