Table 4.7. Frequency and Percentage of Error Based on the Kinds of Error
No Gerund
Kinds of error Total
Omis sion
Addit ion
Misinfor mation
Misorde ring
1 Gerund as
Subject 37
18 50
1 106
2
Gerund as Direct
Object 43
109 126
37 315
3
Gerund as Subjective
Complement 6
16 24
2 48
4 Subject after
Preposition 40
36 68
16 160
5
Gerund after Possesive
Adjective 47
31 67
4 149
6
Gerund Used in Negative
Adjective
“No”
36 31
66 133
Total
209 241
401 60
911 Percentage
22.9 26.5 44 6.6
100
Based on the table above, the total of errors are 911 errors. The errors consist of omission errror 209 22,9, addition error 241 26.5,
misinformation error 401 44, and misordering error 60 6.6.
Table 4.8. Percentage of Kinds of Error in Using Gerund Based on the Most Dominant Error and the Less Donimant Error.
No Kinds of Error
Frequency Percentage
1 Misinformation Error
401 44
2 Addition Error
241 26.5
3 Omission Error
209 22.9
4 Misordering Error
60 6.6
Total 911
100
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Based on the table, the frequency of error based on the kinds of error is varies. The most dominant error in using gerund based on the
kinds of error is misinformation error 401 44. The less dominant error is misodering error 60 6.6. I
t occurs because of the students’ lack of knowledge in using gerund. Most of them used the wrong verb form that
must be in verb-ing form.
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V. CONCLUSION AND SUGGESTION 5.1. Conclusions
It is better firstly to show data of students’ error in using gerund, then analyze the errors, tabulated the amount of errors before drawing some conclusions.
Having analyzed the data, the result of the analysis can be explained as follows: the errors in using gerund based on the function of gerund produced by the students are
divided into six sub-categories, namely: gerund as subject, gerund as direct object, gerund as subjective complement, gerund after preposition, gerund after possesive,
and gerund u sed in the negative adjective “no”. The total errors are 512 errors. There
are 56 10.9 errors of gerund as subject, 187 36.5 errors of gerund as direct object, 28 5.5 errors of gerund as subjective complement, 92 18 errors of
gerund after preposition, 82 16 errors of gerund after possesive, and 67 13.1 errors of gerund used in the negative adjective “no”.
There are four sub-categories of kinds of error produced by the students in using gerund, they are omission error, addition error, misinformation error, and
misordering error. From the total errors 911, there are 209 22.9 errors for omission error, 241 26.5 errors for addition error, 401 44 for misinformation
error and 60 6.6 errors for misordering errors. By this percentage, the most dominant error is misformation error 44 and the less dominant error is
misordering error 6.6. The percentage of error based on the total of population of sentence can be
concluded that there are 2.369 sentences from completion test and writing a short paragraph. 21.6 512 of the total of sentence population are incorrect sentences
and remaining percentage 78.4 1.857 are the correct sentences. In other word, it can be said that that only 21,6 of the students failed using gerund correctly. It
means that the ability of the students in using gerund increase significantly in this advanced test compared the preliminary test that 50 of the students failed using
gerund. Based on the result above, it can be concluded that the process of teaching
and learning gerund to the fourth semester students of English Department is good, but it needs to be improved to decrease the number of error in using gerund.
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