An Error Analysis On The Use Of Gerund Made By The Eleventh Grade Students Of Sma Free Methodist Medan
Nama : Donal Rivai Napitupulu Date : 19 April 2016
Time : 40 minutes
GERUND
A. Choose the best answer
1. ……….. all the way home made us tired. A. To walking
B. Walking
C. We have been walking D. We walk
2. It is difficult to get used ……... with chopstick. A. to eat
B. eating C. not eating D. to eating
3. I was interested in ………. more about history . A. learning to
B. learning C. learnning D. to learning
4. She is used to Harry‟s …….. about the food . A. to complain
B. complaining C. to complaining D. complained
5. “You ought to give up smoking”, means ……… A. You shouldn‟t stop to smoke
B. You shouldn‟t begin to smoke C. You should continue smoking D. You should stop smoking
6. Nina told me story but now she forgets that she did it. Nina forgets …… me a story. A. to telling
B. tellings C. tolding
(2)
D. telling
7. They suggested ……… by plane . A. travelling
B. to travelling C. traveling D. into traveling
8. Lina is working hard for her examination. He avoids …… to much . A. to be going out
B. to out go C. goeing out D. going out
9. X : “What did he deny?” Y : ………….
A. stealing the wallet B. to be stolen the wallet
C. he had been stealing the wallet D. to stealing the wallet
10.Would you mind …….. your pet snake somewhere else? A. to puting
B. to putting C. putting D. puting
B. Translate into English !
1. Saya biasanya menikmati mendaki gunung . I usually enjoy climbing to the mountain
2. Guru kami tidak mengizinkan makan di dalam kelas. We teacher not permite eat in the class
3. Setelah selesai sarapan pagi , dia pergi kerja. After having breakfast, he go to work
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4. Sebelum tidur, dia mengunci semua pintu. Before sleeping , he lock door all
5. Dia selesai menulis sebuah laporan. He is fnishing writing report 6. Saya rindu kedatangannya tahun ini.
I miss her coming this year
7. Ibu Rina melatih kami membuat robot. Mother she train we making robot
8. Berenang adalah olahraga yang sangat menyehatkan.
Swim is healthy sport
9. Itu tidak baik menceritakan kelakuan buruk seseorang. It‟s not good to tell the people bad behavior.
10.Pegawai berhenti bekerja pada saat makan siang. Employed stop working at lunch time .
(4)
Nama : Eva Elisa Br. Sijabat Date : 19 April 2016 Time : 40 minutes
GERUND
C. Choose the best answer
11.……….. all the way home made us tired. E. To walking
F. Walking
G. We have been walking H. We walk
12.It is difficult to get used ……... with chopstick. E. to eat
F. eating G. not eating H. to eating
13.I was interested in ………. more about history . E. learning to
F. learning G. learnning H. to learning
14.She is used to Harry‟s …….. about the food . E. to complain
F. complaining G. to complaining H. complained
15.“You ought to give up smoking”, means ……… E. You shouldn‟t stop to smoke
F. You shouldn‟t begin to smoke G. You should continue smoking H. You should stop smoking
16.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. E. to telling
F. tellings G. tolding
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H. telling
17.They suggested ……… by plane . E. travelling
F. to travelling G. traveling H. into traveling
18.Lina is working hard for her examination. He avoids …… to much . E. to be going out
F. to out go G. goeing out H. going out
19.X : “What did he deny?” Y : ………….
E. stealing the wallet F. to be stolen the wallet
G. he had been stealing the wallet H. to stealing the wallet
20.Would you mind …….. your pet snake somewhere else? E. to puting
F. to putting G. putting H. puting
D. Translate into English !
11.Saya biasanya menikmati mendaki gunung . I usually enjoy climbing to the mountain
12.Guru kami tidak mengizinkan makan di dalam kelas. We teacher not permite eat in the class
13.Setelah selesai sarapan pagi , dia pergi kerja. After having breakfast, he go to work
(6)
Before sleeping , he lock door all 15.Dia selesai menulis sebuah laporan.
He is fnishing wreating report 16.Saya rindu kedatangannya tahun ini.
I miss her ariving this year
17.Ibu Rina melatih kami membuat robot. Mother she training us to make robot
18.Berenang adalah olahraga yang sangat menyehatkan. Swimming is healthy sport
19.Itu tidak baik menceritakan kelakuan buruk seseorang. That not good telling the people bad behavior.
20.Pegawai berhenti bekerja pada saat makan siang. The saff stop working when have lunch .
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Nama : Frayogi Sinambela Date : 19 April 2016 Time : 40 minutes
GERUND
E. Choose the best answer
21.……….. all the way home made us tired. I. To walking
J. Walking
K. We have been walking L. We walk
22.It is difficult to get used ……... with chopstick. I. to eat
J. eating K. not eating L. to eating
23.I was interested in ………. more about history . I. learning to
J. learning K. learnning L. to learning
24.She is used to Harry‟s …….. about the food . I. to complain
J. complaining K. to complaining L. complained
25.“You ought to give up smoking”, means ……… I. You shouldn‟t stop to smoke
J. You shouldn‟t begin to smoke K. You should continue smoking L. You should stop smoking
26.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. I. to telling
J. tellings K. tolding
(8)
L. telling
27.They suggested ……… by plane . I. travelling
J. to travelling K. traveling L. into traveling
28.Lina is working hard for her examination. He avoids …… to much . I. to be going out
J. to out go K. goeing out L. going out
29.X : “What did he deny?” Y : ………….
I. stealing the wallet J. to be stolen the wallet
K. he had been stealing the wallet L. to stealing the wallet
30.Would you mind …….. your pet snake somewhere else? I. to puting
J. to putting K. putting L. puting
F. Translate into English !
21.Saya biasanya menikmati mendaki gunung . I usually enjoy walking to the mountain
22.Guru kami tidak mengizinkan makan di dalam kelas. They teacher not excute to eatiing in the class
23.Setelah selesai sarapan pagi , dia pergi kerja. After finish breakfast, he go to work
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Before sleaping , she lock door all
25.Dia selesai menulis sebuah laporan. She is fnishing wreating report 26.Saya rindu kedatangannya tahun ini.
I miss her arriving this year
27.Ibu Rina melatih kami membuat robot. Mother she training us to make robot
28.Berenang adalah olahraga yang sangat menyehatkan.
Swim is healthy sport
29.Itu tidak baik menceritakan kelakuan buruk seseorang. It not good tell the people bad behavior.
30.Pegawai berhenti bekerja pada saat makan siang. The saff stop working at lunch .
(10)
Nama : Gokong Sinaga Date : 19 April 2016 Time : 40 minutes
GERUND
G. Choose the best answer
31.……….. all the way home made us tired. M. To walking
N. Walking
O. We have been walking P. We walk
32.It is difficult to get used ……... with chopstick. M. to eat
N. eating O. not eating P. to eating
33.I was interested in ………. more about history . M. learning to
N. learning O. learnning P. to learning
34.She is used to Harry‟s …….. about the food . M. to complain
N. complaining O. to complaining P. complained
35.“You ought to give up smoking”, means ……… M. You shouldn‟t stop to smoke
N. You shouldn‟t begin to smoke O. You should continue smoking P. You should stop smoking
36.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. M. to telling
N. tellings O. tolding
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P. telling
37.They suggested ……… by plane . M.travelling
N. to travelling O. traveling P. into traveling
38.Lina is working hard for her examination. He avoids …… to much . M. to be going out
N. to out go O. goeing out P. going out
39.X : “What did he deny?” Y : ………….
M. stealing the wallet N. to be stolen the wallet
O. he had been stealing the wallet P. to stealing the wallet
40.Would you mind …….. your pet snake somewhere else? M. to puting
N. to putting O. putting P. putting
H. Translate into English !
31.Saya biasanya menikmati mendaki gunung . I usually walking to the mountain
32.Guru kami tidak mengizinkan makan di dalam kelas. Our teacher does eating to in the class
33.Setelah selesai sarapan pagi , dia pergi kerja. After finish breakfast he go to working
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34.Sebelum tidur, dia mengunci semua pintu. Before sleeping , he lock all of door . 35.Dia selesai menulis sebuah laporan.
He finish writing a report
36.Saya rindu kedatangannya tahun ini. I miss arriving this year
37.Ibu Rina melatih kami membuat robot. Rina mom‟s excersising us make a robot
38.Berenang adalah olahraga yang sangat menyehatkan. Swimming is a sport very healthy
39.Itu tidak baik menceritakan kelakuan buruk seseorang. It is not telling good someone behavior
40.Pegawai berhenti bekerja pada saat makan siang. Staff working stop in the lunch
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Nama : Renita Agustina S Date : 19 April 2016 Time : 40 minutes
GERUND
I. Choose the best answer
41.……….. all the way home made us tired. Q. To walking
R. Walking
S. We have been walking T. We walk
42.It is difficult to get used ……... with chopstick. Q. to eat
R. eating S. not eating T. to eating
43.I was interested in ………. more about history . Q. learning to
R. learning S. learnning T. to learning
44.She is used to Harry‟s …….. about the food . Q. to complain
R. complaining S. to complaining T. complained
45.“You ought to give up smoking”, means ……… Q. You shouldn‟t stop to smoke
R. You shouldn‟t begin to smoke S. You should continue smoking T. You should stop smoking
46.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. Q. to telling
R. tellings S. tolding
(14)
T. telling
47.They suggested ……… by plane . Q. travelling
R. to travelling S. traveling T. into traveling
48.Lina is working hard for her examination. He avoids …… to much . Q. to be going out
R. to out go S. goeing out T. going out
49.X : “What did he deny?” Y : ………….
Q. stealing the wallet R. to be stolen the wallet
S. he had been stealing the wallet T. to stealing the wallet
50.Would you mind …….. your pet snake somewhere else? Q. to puting
R. to putting S. putting T. puting
J. Translate into English !
41.Saya biasanya menikmati mendaki gunung . I usually enjoy walking to the mountain
42.Guru kami tidak mengizinkan makan di dalam kelas. They teacher not excute eat in the class
43.Setelah selesai sarapan pagi , dia pergi kerja. After finishing breakfast, he go to work 44.Sebelum tidur, dia mengunci semua pintu.
(15)
Before sleeping , she lock door all 45.Dia selesai menulis sebuah laporan.
She is fnishing wreating report 46.Saya rindu kedatangannya tahun ini.
I miss her arriving this year
47.Ibu Rina melatih kami membuat robot. Mother she training us to make robot
48.Berenang adalah olahraga yang sangat menyehatkan.
Swiming is healthy sport
49.Itu tidak baik menceritakan kelakuan buruk seseorang. It not good telling the people bad behavior.
50.Pegawai berhenti bekerja pada saat makan siang. The saff stop working at lunch .
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REFERENCES
Arikunto, S. 2005. Manajemen Penelitian. Jakarta: PT. Asdi Mahasatya
Arjati, Artin Feriana. 2007. An Error Analysis on the Use of Gerund among the Fourth Semester Students of English Department of UNNES in the Academic Year of 2006/2007.
Allen, W.Stannard. 1974. Living English Structure. London : Longman Group (FE) Ltd. Azar, Betty Schrampfer. 1999. Understanding and Using Grammar. Englewood Cliffs,
New Jersey: Prentice-Hall, Inc.
Brown, H.D. 2000. Principles of Language Learning & Teaching. Englewood Cliffs, New Jersey: Prentice Hall, Inc
Bungin, H. Burhan. 2005. Metodologi Penelitian Kuantitatif. Jakarta: Kencana Prenada Media Group
Corder, S. Pit. 1981. Error Analysis and Interlanguage. London: Oxford University Press
Cook, S.J and R.W .Sutter. 1980. The Scope of Grammar: A Study of Modern English. New York: Mc. Graw-Hill, Inc.
Dulay, Burt, Krashen. 1982. Second Language Acquisition and Universal Grammar. New York: Oxford University Press
Ellis, Rod. 1989. The Study of Second Language Acquisition. New York: Oxford University Press
Ellis, Rod. 1997. Understanding Second Language Acquisition. England : Oxford University Press
James, C. 1998. Error Language Learning and Use Exploring Error Analysis. London: Longman Group Ltd.
Mariyadi. 2016. An Error Analysis on the Use of Gerund\d the Fourth Semester of English Department, Faculty of Cultural Studies University of Sumatera Utara in the academic Year of 2012/2013. USU
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Richard, Jack C. 1974. Error Analysis : Perspective on Second Language Acquisition Richard, J.C. 1985. Longman Dictionary of Applied Linguistics. Burnt Mill: Longman Riyanto, Slamet & Tumijo S.Pd M.Hum with LTI (Language Training Institution).
2010. Sukses Toefl. Yogyakarta: Pustaka Widyatama
Rukiah. 2012. An Error Analysis in Using Passive Voice Made by the Eleventh Year Students of MAN 1 Panyambungan. USU
Sembiring, Indah Lestari. 2012. An Error Analysis of Using Past Tenses in Narrative Text Made by the Twelfth Graders of SMA 1 Tanjung Morawa. USU
Simamora, Labora Valentina. 2015. The Analysis of Gerund Use in Tempo. USU
Thomson, A.J and Martinet, A. V. 1969. A Practical English Grammar. Second. Edition. England: Oxford University Press.
………:Juli 2012 Definition of field research. Retrived from http://www.businessdictionary.com/definition/field-reserach.html.
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CHAPTER III
METHOD OF RESEARCH
3.1 Research Method
The researcher uses field research in doing this writing. Field research is an activity aimed at collecting primary (original or otherwise unavailable) data, using methods such as face to face interviewing, telephone and postal survey, and direct observation (www.businessdictionary.com/definition/field-research.html). The researcher applies quantitative method and qualitative method. Quantitative method is used to find out the kinds and the most dominant error in using gerund. Arikunto (2005:12) states that quantitative research applies number from collecting the data, describing the data, until the result of the research. Moreover, the results of the research would be better by applying table, graph, draft, picture, etc .
3.2 Data and Data Source
The research data consists of two sources. The first source is eleventh grade students of SMA Free Methodist Medan. There is one class which consists of 30 students.
The second source is objective test namely 20 questions. The students must answer the questions about Gerund as many as 20 questions.
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3.3 Data Collecting Method
In collecting data, the writer used test. The writer collects the data by giving test to the eleventh grade students of SMA Free Methodist Medan. The data in this study are the answers of the students that contain errors in using Gerund. The test instrument is a completion test with 20 questions. In this test the researcher only gave 40 minutes for the students to answer the questions.
3.4 Data Analysis Method
In analyzing the data, the researcher applied the theory of Dullay in analyzing the types of errors made by the eleventh grade students in using Gerund, while for the steps of analysis the researcher uses the theory of Rod Ellis.
The steps of analysis are: 1. Identifying Errors
In this step the writer compares the errors sentence (mention it as “original sentence”) with what seem to be moral or „correct‟ sentences in the target language which correspond with them (mention it as “reconstruction”.
2. Describing Error
This next step is the step where the errors are described and classified into kinds. 3. Explaining Errors
This is last step of the errors analysis. In this step, the writer tried to explain how and why a sentence called erroneous. After analyzing the errors sentence, the writer identifies the percentages of the errors made by eleventh grade students.
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To know the percentage of errors made by the students, the researcher also uses the formula of Bungin (2005:171-172). The formula:
N x f
n x 100 %
Notes:
n = stands for the percentage of errors
Fx = stands for the total of frequency of the sub – categories errors N = stands for the total errors of all categories
Having counted the percentage of errors, then analyzing the errors was done based on the classification or types of each and also based on the mixture of errors was made and by looking up the result of the analysis, drew some conclusions.
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CHAPTER IV
ANALYSIS AND FINDINGS
4.1 Data Analysis
This chapter contains of the tabulation and the analysis of error analysis on the use of Gerund made by the eleventh grade students of SMA Free Methodist Medan which consists of 30 students. The writer gives a multiple choice test and translation test, which are focused on Gerund. The writer only gives 40 minutes for the students to answer the tests. This test consists of 20 items, each of Gerund type have certain items. The writer puts the item at random as it can be seen below:
Table 4.1 Gerund Tests.
No. Type of Gerund Multiple Choice
Translation Test
Number of Item
1 Gerund as Subject 1,9 8 3
2 Gerund as Object 2,5,6,7,8,10 1,2,5,7,9,10 12
3 Gerund as Preposition 3 3,4 3
4 Gerund as Possesive 4 6 2
4.1.1 Kinds of Error in Using Gerund as Subject
Gerund is an action functioning as a noun. As a subject of a sentence, it basically has characteristics such as verb+ing, in front of predicate, subject of sentence and having meaning as a noun. There are some errors in using Gerund as Subject made by the eleventh grade students. The errors consist of omission, addition, misformation and misordering error.
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1) Omission Error
Omission errors are characterized by the absence of items that must be present in a well-formed utterance. There are some errors of omitting items in Gerund as subject found in data.
a. This table shows the samples of omission of “ing” Students’
Initial Error Sentences Reconstruction DRN
GS
(1) Swim is
healthy sport (2) We Walk all
the way home made us tired
Swimming is healthy
sport.
Walking all the way
home made us tired
Based on the sample above, it can be seen that the omission of “ing” is not correct. The omission error happens because the students omitted the “ing”, it must appear in those sentences. A sentence must consist of at least a subject and predicate. There are no subjects in the subjects in the sentences above, but verbs. A subject must be a noun/pronoun. The correct subject from in the sentences above is by adding suffix-ing to the verbs in front of the sentences in order that they become noun and can be used as subjects of sentence.
b. Omission of “to”
This table shows the sample of omission of “to” Students’
Initial Error Sentences Reconstruction
EE (3) X: “What did he
deny?”
Y: To stealing the wallet
X: “What did he deny?” Y: stealing the wallet
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Based on the sample above, the type of error is omission because the students omitted “to” that must appear in these sentences. The omitting of “to” in those sentences is not proper to the sentence structure. I think that the students made error because they have not understood yet the formula of gerund.
c. Omission of Consonant Letter “m”
This table shows the samples of omission of consonant letter “m” Students’
Initial Error Sentences Reconstruction
RAS (4) Swiming is healthy
sport.
Swimming is healthy sport.
Based on the samples above, the type of errors is omission because the students omitted “m” that must appear in those sentences. The omitting of “m” in that sentence is not proper to the sentence structure. The writer thinks that the students made errors because they have not understood yet the formula of “ing” in certain verb.
2) Addition errors
Addition errors are the opposite of mission errors. They are characterized by the presence of an item which must not be present in a well-formed utterance. a. Addition of “to infinitive”
This table shows the sample of addition of “to infinitive” Students’
Initial Error Sentences Reconstruction
FS (5) To walking all the way
home made us tired.
Walking all the way home
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Based on the samples above, addition errors occur because the students added “to” that must not appear in those sentences.
b. Addition of “to be”
This table shows the sample of “to be” Students’
Initial Error Sentences Reconstruction
MJ (6) X: “What did he deny?”
Y: he had been stealing
the wallet
X: “What did he deny?” Y: stealing the wallet
Based on the samples above, it can be seen that the students added to be “had been” in those sentence. It must not appear in those sentence.
c. Addition of “to infinitive”
This table shows the sample of addition of “to infinitive” Students’
Initial Error Sentences Reconstruction
RFCS
FS
(7) Would you mind to
putting you pet snake
somewhere else
(8) X: “What did he deny?”
Y: to stealing the wallet
Would you mind putting you pet snake somewhere else.
X: “What did he deny?” Y: stealing the wallet
Based on the sample above, it can be seen that the addition of “to infinitive” is not correct because the sentences do not refer to one particular action. I think the students do not understand the use of infinitive and gerund well so that they are still confused different them.
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3) Misformation errors
Misformation errors are characterized by the use of the unacceptable forms of the morphemes or structure. While in omission errors the item is not supplied at all. In misformation errors the learner supplies something, although it is incorrect.
a. Misformation of auxiliary
This table shows the samples of misformation of auxiliary Students’
Initial Error Sentences Reconstruction
RAS (9) We walking all the way
home made us tired.
Walking all the way home
made us tired.
Based on the samples above, it can be seen that the students made errors in using words “we walking”. It must be changed directly with Verb+ing. The students still have difficulty to understand the formula of Gerund as subject.
b. Misformation of “verb”
This table shows the samples of misformation of “verb” Students’
Initial Error Sentences Reconstruction
JOT (10) X: “What did he deny?”
Y: to be stolen the wallet
X: “What did he deny?” Y: stealing the wallet
Based on the sample above, the type of error is misformation. Misformation occurs because the students used the wrong word forms. The verb “ stolen” are not in the correct form based on their function as the subject of those sentences. To make them
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proper with structure of the sentence, they must be in verb+ing form “stealing”. This error might occurs because the students do not understand the use of gerund as subject well.
4. Misordering errors
The incorrect placement of a morpheme or group of morphemes in an utterance is characterized misordering error. Misordering occurs systematically for both L1 and L2 learners.
a. Misordering errors
This table shows the samples of misordering errors Students’
Initial Error Sentences Reconstruction
A (11) Healthy sport is
swimming.
Swimming is very healthy
sport.
Based on the samples above, it can be seen that error made by the student is caused by the wrong place in a sentence. The writer thinks this error occurs because the students still have difficulty how to make a good sentence.
4.1.2 Kinds of Error in Using Gerund as Object
There are some errors in using Gerund made by the eleventh grade students. The errors consist of omission, addition, and misformation errors.
1) Omission errors
Omission errors are characterized by the absence of items that must be present in a well-formed utterance. There are some errors of omitting items in Gerund found in data.
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d. Omission of “ing”
This table shows the sample of omission of “ing” Students’
Initial Error Sentences Reconstruction
SMS (12) Nina told me story but
now she forgets that she did it. Nina forgets tell me a story
Nina told me story but now she forgets that she did it. Nina forgets telling me a story
Based on the sample above, it can be seen that the omission of “tell” is not correct. The omission error happens because the students omitted the “ing”, it must appear in those sentences. This error might occur because the students do not understand where they put Gerund of the word.
2) Addition errors
Addition errors are the opposite of omission errors. They are characterized by the presence of an item which must not be present in a well-formed utterance.
a. Addition of “to”
This table shows the sample of omission of “to” Students’
Initial Error Sentences Reconstruction
EE (13) I usually enjoy to hiking
the mountain.
I usually enjoy hiking the mountain.
RFCS
MF
(14) I was interested in
learning to more about
history.
(15) It is difficult to get used
to eating with chopstick.
(16) Nina told me story but
I was interested in learning more about history.
It is difficult to get used
eating with chopstick.
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MT
now she forgets that she did it. Nina forgets to
telling.
she forgets that she did it. Nina forgets telling.
Based on the sample above, it can be seen that there are some errors that can be found in these sentences. A addition errors occur because the students added “to” that must not appear in those sentences.
b) Addition of negative (-) form
This table shows the sample of omission of “to” Students’
Initial Error Sentences Reconstruction
JOT
RAS
(17) It is difficult to get
used not eating with chopstick.
(18) “You ought to give
up smoking” means You
shouldn’t .stop smoking.
It is difficult to get used
eating with chopstick.
“You ought to give up
smoking” means You
should stop smoking
Based on the sample above, it can be seen that the students made errors. The errors of those sentences is called “addition”, the students added “not” that must appear in the sentence. This might occur because the students lack of reading in the instruction test.
c) Addition of “Preposition”
This table shows the sample of omission of “to” Students’
Initial Error Sentences Reconstruction
JPM (19) They suggested to
travelling by plane.
They suggested travelling by plane.
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HVS (20)They suggested into
traveling by plane
They suggested travelling by plane.
Based on the sample above, it can be seen that addition errors occur because the students added” to”. It must be deleted because after the possessive it should be followed by Gerund
3) Misformation errors
Misformation errors are characterized by the use of the unacceptable forms of the morphemes or structure. While in omission errors the item is not supplied at all. In misformation errors the learner supplies something, although it is incorrect.
a. Misformation of “Pronoun”
This table shows the sample of misformation of “Pronoun” Students’
Initial Error Sentences Reconstruction
LA (21) We teacher not
permission eating in the class.
Our teacher doesn’t allow
eating in the class.
AR (22) She is finish write a
report.
She has finishing write a report.
Based on the sample above, it can be seen that there are some errors in using pronoun made by the students. They used the wrong form of pronoun and auxiliary. The pronoun “we and is finishing” are not in the correct form based on their function as the auxiliary of sentence. To make them proper with the structure of the sentence, there
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must be “our”. The writer thinks that the errors occured because the students do not understand about Gerund form as possessive completely.
b. Misformation of “Verb”
This table shows the sample of misformation of “Verb” Students’
Initial Error Sentences Reconstruction
EDS
AO
(23) Nina told me story but now she forgets that she
did it. Nina forgets
tolding me a story.
(24) Lina is working hard for
her examination. He
avoids to out go to much.
Nina told me story but now she forgets that she did it. Nina forgets telling me a story.
Lina is working hard for her examination. He avoids
going out to much.
Based on the sample above, it can be seen that the students used the wrong verb+ing forms. The use of “tolding and go” are not in correct form based on their function in those sentences. Tis error might occurs because of the students‟ lack of knowledge in gerund after certain verbs.
4) Misordering errors
The incorrect placement of a morpheme or group of morphemes in an utterance is characterized misordering error. Misordering occurs systematically for both L1 and L2 learners.
a. Misordering errors
This table shows the samples of misordering errors Students’
Initial Error Sentences Reconstruction
HVS (25) Miss Rina we train
making a robot .
Miss Rina trains us making a robot.
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Based on the samples above, it can be seen that error made by the student is caused by the wrong place in a sentence. I think this error occurs because the students still have difficulty how to make a good sentences.
4.1.3 Kinds of Error in Using Gerund as Preposition
Gerunds must be used when verbs are put after preposition. Prepositions usually follow verbs, adjective, or noun. They are actually verb + preposition, adjective + preposition and noun and pronoun + preposition. Verbs that are placed after preposition must be in Gerund form. There are some errors in using Gerund as preposition made by the eleventh grade students. The errors consist of omission, addition, misformation and misordering error.
1) Omission errors
Omission errors are characterized by the absence of items that must be present in a well-formed utterance. There are some errors of omitting items in present conditional sentences found in data.
a. Omission of “ing”
This table shows the sample of omission of “ing”. Initials’
Student Error Sentences Reconstruction
DS (26) After have breakfast,
she went to work.
After having breakfast she went to work .
Based on the sample above, it can be seen that the omission of”ing” is not correct. The verb must be added by “ing”. The omission error happens because the students did not know how to put gerund after preposition.
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2) Addition errors
Addition errors are the opposite of mission errors. They are characterized by the presence of an item which must not be presented in a well-formed utterance.
a. Addition of “Pronoun”
This table shows the sample of addition of “Pronoun”. Students’
Initial Error Sentences Reconstruction
SMS (27) Before he sleeping, he
locks all the door
Before sleeping , he locks all the door .
Based on the sample above, it can be seen that addition errors occur because the students added pronoun “he”, it must not appear in the sentences. To make the sentence above becomes the correct sentence, they must delete “he” in the sentence.
b. Addition of letter “n”
This table shows the sample of addition of letter “n” Students’
Initial Error Sentences Reconstruction
RFCS (28) I was interested in
learnning more about
history.
I was interested in learning more about history.
Based on the sample above, it can be seen that the students added “n” in the word. This error might occur because the students‟ lack of knowledge in using word in the sentences.
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4.1.4 Kinds of Error in Using Gerund in Possesive 1) Omission errors
Omission errors are characterized by the absence of items that must be present in a well-formed utterance. There are some errors of omitting items in present conditional sentences found in data.
a. Omission error of letter “r”
This table shows the sample of omission error of letter “r” Students’
Initial Error Sentences Reconstruction
MF (29) I miss her ariving this
year.
I miss her arriving this year .
Based on the sample above, the type of error is omission. The student used “ariving” instead of “arriving”. The omitting of consonant letter “p” in the original sentences makes the sentence error. “Ariving” is not an English word and has no meaning.
The error occurs because the student get interference in using double consonant letter to certain verbs if they get interference in using double consonant letter to certain verbs if they get addition of ed or ing.
2) Addition errors
Addition errors are the opposite of mission errors. They are characterized by the presence of an item which must not be present in a well-formed utterance. a. Addition of “Pronoun”
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Students’
Initial Error Sentences Reconstruction
MT (30) She is used to Harry’s to
complain about the food
She is used to Harry’s
complaining about the food.
Based on the sample above, it can be seen that addition errors occur because the students added” to+infinitive”. It must be deleted because after the possessive it should be followed by Gerund.
3) Misformation errors
Misformation errors are characterized by the use of the unacceptable forms of the morphemes or structure. While in omission errors the item is not supplied at all. In misformation errors the learner supplies something, although it is incorrect.
a. Misformation of “verb”
This table shows the sample of misformation Students’
Initial Error Sentences Reconstruction
RAS (31) I miss she come this
year.
I miss her coming this year.
Based on the sample above, it could be seen that there were some errors in using pronoun made by the students. They used the wrong form of possesive. The pronoun “she” was not correct based on the function as the possessive in that sentence. In Gerund as preposition, possessive followed by noun. To make them proper with the structure of
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the sentence, there must be “her”. The writer thought that the error occured because the students do not understand about the structure of possessive.
4) Misordering errors
The incorrect placement of a morpheme or group of morphemes in an utterance is characterized misordering error. Misordering occurs systematically for both L1 and L2 learners.
a. Misordering errors
This table shows the samples of misordering errors Students’
Initial Error Sentences Reconstruction
MJ (32) I don’t like moving
Mira’s to another school.
I don’t like Mira’s moving to another school.
Based on the samples above, it can be seen that error made by the student is caused by the wrong place in a sentence. I think this error occurs because the students still have difficulty how to make a good sentences.
4.2 Findings
4.2.1 The Tables of Errors
Table 1. Kinds of Errors
No. Kinds of Error Frequency Percentage
1. Omission 138 40.47%
2. Addition 80 23.47%
3. Misformation 100 29.32%
4. Misordering 23 6.74%
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Table 1, it shows that the most dominant error made by the eleventh grade students of SMA Free Methodist Medan is the error of “omission” with 40.47%. It means most of students made errors in using gerund in their test.
Table 2. The Errors of Omission
No. Kinds of Error Frequency Percentage
1. Omission of gerund as subject 43 31.15 % 2. Omission of gerund as object 60 43.48 % 3. Omission of gerund as possessive 20 14.5 % 4. Omission of gerund as preposition 15 10.87 %
TOTAL 138 100%
Table 2, shows that the highest error made by the students of eleventh grade of SMA Free Methodist Medan omission of Gerund as object with 43.48%. It means that most students omitted “Gerund as object” in their tests.
Table 3. The Errors of Addition
No. Kinds of Error Frequency Percentage
1. Addition of gerund as subject 35 43.75% 2. Addition of gerund as object 23 28.75% 3. Addition of gerund as possessive 12 15% 4. Addition of gerund as preposition 10 12.5%
TOTAL 80 100%
Table 3, shows that the highest error made by the students of eleventh of SMA Free Methodist Medan is the addition of gerund as subject with 43.75%. It means that most students made error is added “to + V ing” in their tests.
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Table 4. The Errors of Misformation
No. Kinds of Error Frequency Percentage
1. Misformation of gerund as subject 17 17% 2. Misformation of gerund as object 50 50% 3. Misformation of gerund as possessive 28 28% 4. Misformation of gerund as preposition 5 5%
TOTAL 100 100%
Table 4, shows that the highest error made by the students of eleventh grade students of SMA Free Methodist Medan is the misformation in using of Gerund as object with 50%.
Table 5. The Errors of Misordering
No. Kinds of Error Frequency Percentage
1. Misordering of gerund as subject - 0% 2. Misordering of gerund as object 15 65.21% 3. Misordering of gerund as possessive 8 34,79% 4. Misordering of gerund as preposition - 0%
TOTAL 23 100%
Table 5, shows that the highest error made by the students of eleventh grade of SMA Free Methodist Medan is the misordering in using of Gerund as object with 65.21%. It means that most students made error is placing Gerund based on the function.
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
After analyzing the data, conclusions are drawn as follow:
5.1.a There are four kinds of errors : omission, addition, misformation, and misordering made by the students. The writer finds :
a. 138 omission errors which consist of 43 omission of Gerund as subject, 60 omission of Gerund as object, 20 omission of Gerund as possessive, 15 omission of Gerund as preposition.
b. 80 addition errors which consist of 35 addition of Gerund as subject, 23 addition of Gerund as object, 12 addition of Gerund as possessive, 10 addition of Gerund as preposition.
c. 100 misformation errors which consist of 17 misformation of Gerund as subject, 50 misformation of Gerund as object, and 28 misformation of Gerund as possessive, 5 misformation of Gerund as preposition.
d. 23 misordering errors which consist of 15 misordering of Gerund as object and 8 misordering of Gerund as preposition.
5.1.b The highest percentage of errors in using Gerund is omission errors (40.47%). It proved that the students are difficult to put verbs which are followed by - ing, and the lowest percentage of errors in using Gerund is misordering (6.74 %). Based on the result above, it can be said that the process of teaching and learning English Gerund in SMA
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Free Methodist Medan can be learnt and understood by students. However, it needs to be improved in order the number of errors in using Gerund can be decreased.
5.2Suggestions
Having known the result of analysis, the writer would like to suggest the students, the teachers, and the next researchers.
a. Teacher should give clear explanation about the use of Gerund , its function , infinitive to , the same and difference among Gerund .
b. The teacher need to know the students‟ ability in using Gerund so that they could teach what the students‟ lack of knowledge. The teachers should give more exercises about Gerund.
c. Teacher should often make students practice using Gerund both in speaking and writing.
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CHAPTER II
REVIEW OF LITERATURE
2.1 Theoretical Concepts
Knowing definition of grammar, we can conclude that grammar is very essential and important to every language. It means that if students can speak a language he must know the grammar of the language. On the other hand if students does not know the grammar he will not be able to speak that language or the listeners will be confused in catching the massage, so they will never be able to communicate with each other. Without learning grammar it seems impossible for the students to learn a language since the grammar tells about the language usage.
2.2 Description of Error Analysis
In learning any language, learners will always make hypotheses about the language rules and then they practice or use them in actual language performance. The rules that they use are correct if the forms they produce are acceptable in the target language, and on the other hand, they should correct the forms if they are unacceptable.
In order to make it easier for the learners to study the target language, all problems or errors facted by them should be observed, analyzed, classified to find or to reveal the solution to the problems. The study of the errors is commonly called error analysis. This error analysis should be made since errors in a language learning and teaching process are unavoidable.
Error analysis is a study to investigate the error in second language learning by collecting and describing samples made by the language learners . It is used as a procedure to analyze the errors in the language learning process to be known and corrected by using several ways of analyzing. Ellis (1985:296) states that errors analysis
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learner‟s language. Identifying the error in sample, describing these errors, classifying them according to their hypothesized causes and evaluating their seriousness.
Dullay (1982:138) defines errors as the flawed side of learner speech or writing . They are those parts of conversation or composition that delicate from some selected norm of mature language performance. It means that there is something wrong in norms of language performance, the making of errors is so unavoidable in learning process. Besides, the making of error is one part of learning and no one can learn without the making of error.
Corder (1981:23) citied in Ellis (2010) says that error analysis is the study analysis of the errors made by the second foreign language learners to predict the errors ot the difficulties in learning foreign language.
Corder (1981:45) says that error analysis has two functions. The first is a theoretical one and the second is a partical one. The theoretical aspect of error analysis is part of the methodology of investigating the language learning process. The partical aspect of error analysis is its function in guiding the remedial action we must take to correct an unsatisfactory state of affairs for learner or teacher. It is with this second function of error analysis that I am concerned in this chapter. Corder also states why error analysis is useful. He mentions error significant in the differents ways: (1). To the teacher; they show a student‟s progress, (2). To the researcher: they show how a language is acquired and what strategies the learner uses, and (3). To the learner himself; he can learn from these errors.
The good language use should be correct in grammar and spelling. The good language use should be correct in grammar and spelling give emphasis and ease to the reader. That is why the error analysis is needed to assure whether a writing is good or not. Writers should understand what is meant by an error when they are going to indetify
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Thus, error analysis is the study and the analysis of the errors made by language learners which function as to give the information on how they learn a language, how well they know the language and what difficulties faced by them in achieving the objective.
2.2.1 Types of Error
According to Dulay, Burt, and Krashen in James‟ book (1998:106) errors can be classified into four types, such as:
a. Errors of Omision
It is a sentence where an element is omitted, actually it should be presented. Example : Walk all the way home made us tired.
It should be : Walking all the way home made us tired. b. Error of Addition
It is a phenomenon in which a certain aspect of language rules is added into a correct order (correct sentence), in order words some elements are presented which should not be presented.
Example : I was interested in to learning more about history. It should be : I was interested in learning more about history. c. Misformation
Misformation is the error of using one grammatical form in the place of another grammatical form.
Example : My father is enjoys watching football match. It should be : My father enjoys watching football match. d. Misordering
It is a sentence which its order is incorrect. The sentence can be right in presented elements, but wrongly sequenced.
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It should be : Do you mind taking the blue book?
2.2.2 The Causes of Error
Brown (2000:224) says that the cause of errors can be devided into 2 categories, such as :
a. Interlingual errors that is error caused by interference of the learner‟s mother tongue. A different class of error is presented by sentences.
b. Intralingual errors that is cause of errors resulting from complicated system of the target language itself.
Richard (1985:47) says that the intralingual errors are divided into 4 terms, they are :
a. Over – generalization
Over – generalization happens when a learner uses a certain structure that is over – generalied in the target language . It is caused the learner‟s basic experience of certain structure.
b. Ignore of rule restriction
Ignore of rule restrictin is failure to observe the restriction of existing structures. That is the application of rules to context where they do not apply.
c. Incomplete application of rules
Incomplete application of rules means errors are due to the occurrence of structures whose deviancy represents the degree of development of rules required to produce acceptable utterance. The learners fail to produce a correct sentence according to the standarts rule.
d. False Concepts Hypothesized
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2.3 The Difference of Error and Mistake
Ellis (1997:7) says that errors and mistakes are differentiated as errors reflect gaps in a learner‟s knowledge that they occur because the learner does not know what is correct. According to Corder (1967) cited by Ellis (2008), a „mistake‟ is a deviation in learner language that occurs when learners fail to perform their competence. It is a lapse that reflects processing problems. It can be concluded that a learner makes errors due to their, in particular instance, lack of consciousness through the language knowledge.
Error and mistake are two different words that are actually synonyms of each other. They also mean the same thing, something that is done incorrectly or is wrong. This could be due to bad judgment, inattention or may due to lack of focus. The main difference between the two is the context that they are used in.
2.4Gerund in Brief 2.4.1 Definition
Every language has its own rules and system that make them different with the other languages. English as the first foreign language in Indonesia has great difference structures with Indonesian language. We often find verbs in English that function as nouns. There is no change in making a noun from a verb in Bahasa Indonesia, but in English we must add the suffix –ing to the verb. On the other hand, the –ing form of a verb is not always a noun. Words derived from a verb stem with the suffix –ing may occur in a variety of meanings and functions. It depends on the contexts where they occur. The –ing form may be used as verbal nouns and verbal adjectives. Allen (1974:177) states that the part of the verb that ends in –ing has two very important functions: (1) It can have the force of an adjective as well as that of a verb, known as present participle, and (2) It can have the force of a noun as well as that of a verb, known as gerund. The function of present participle and gerund is not the same although it has
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George (1980:268) states that gerund is the –ing form of the verb used as a noun, gerund has the same form as the present participle. However, it functions differently in the sentence, it is always can function in any one position.
Thus, gerund is a verb-ing form functioning as a noun. This verb – ing form is a part of noun and a part of a verb. Pyle (2001:72) says that a gerund is a verb + ing that is used as a noun or a part of noun phrase. Azar (2003:368) also states that a gerund is the – ing form of a verb. It is used as a noun. A Gerund is a verb from which ends in –ing, but which is used in a sentence like a noun (Richards, 2002:225). Meanwhile, Gerund phrase is composed of the Gerund and any words organized with it. Like nouns, commonly, gerund may function as subjects, complements and objects so that it may be preceded by an article, a possessive pronoun, or an adjective or followed by a noun-adjunct with „of‟ (or another preposition). As a noun, Gerund may function as the subject, object, nominal predicate of a sentence, and form part of a prepositional adjunct.
Example:
Editing this article is easy.
Within the clause “Editing this article” the word “Editing” behaves as a verb; in particular the phrase “this article” is the object of the verb . But the whole clause “Editing this article” acts as a noun phrase within the sentence as a whole; it is the subject of the verb “is” .
2.4.2 Functions
A. Gerund as Subject
Gerund is an action functioning as a noun. Since it can be functioned as a noun, it can be used as the subject of the sentence. Subject is any sort of entity: a person, a place, an object, an abstract concept, and a pronoun that refers to some entity identified elsewhere or an action functioning as a noun (Stilman, 1992:55). As a subject of a
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of a sentence and having meaning as a noun. In addition, gerund as subject always requires singular verb.
Examples:
1) Cooking is a good hobby .
2) Reading is a pleasure we all enjoy .
Gerund followed by some words is called Gerund phrase. It can act as the subject of a predicate although it does not occur frequently because the common use is in general statements with “be” as the main verb.
Examples:
1) Eating a good breakfast is very wise .
2) Taking a long work everyday is good exercise .
Learners may make errors when they make a Gerund as a subject of sentence since the predicate m Disturbing friends in the class is Gerund phrase and functions as the subject of the sentence. Learners can make error if they focus on friends which is plural noun and it must be followed by plural predicate. The main point of the sentence is disturbing as the ust be in singular form. Based on the preliminary research, the errors are they omitted the use of-ing, adding to or ed, and the common one is they use are instead of is as they take attention to the word after gerund (phrase).
Example:
1) Disturbing friends in the class is not good attitude.
B. Gerund as (Direct) Object
Gerunds are used in another way, too. It can be found after certain transitive verb.
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2) They finish speaking.
Gerund phrases also play this role, for examples: 1) We avoid travelling in the rush hour. 2) I don‟t anticipate meeting any opposition.
There are certain verbs followed by other verbs, the second verbs can function as either gerund or infinitive which are considered as the object of the verb.
Verbs followed by Gerund
Admit Enjoy Regret
Appreciate Finish Report
Avoid Mind Resent
can’t help Miss Resist
Consider Postpone Resume
Complete Practice Risk
Delay Quit Suggest
Deny Recall
Dread
Verbs followed by either Gerund or Infinitive
Begin Dread Love
can’t stand Hate Prefer
can’t bear Like Start
Continue Love Intend
Dislike Regret Permit
Recommend Advise Allow
Try Propose Mean
Attempt used to go on
Verbs followed by either Gerund or Infinitive with
Different Meaning
Stop Remember Forget
a) Verbs in the first row are always followed by gerund (never followed by Infinitive).
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Examples:
1) I appreciate being given suggestions by her. 2) Tony always avoids answering my questions.
b) Verbs in the second row are followed either gerund or infinitive with the same meaning.
Examples:
1) I begin working or I begin to work
2) Don‟t attempt to do it by yourself or Don‟t attempt doing it by yourself.
c) Verbs in the third row can also be followed by infinitive, but the meanings are different with the gerund form.
Examples:
1) My brother always remembers locking his car.
It is different with My brother always remembers to lock his car. 2) My brother always forgets locking his car.
It is different with My brother always forgets to lock his car.
C. Gerund as Subjective Complement
Since gerunds function as a noun, they can serve as subjective complement as well
.
Their position is usually after “be”.Examples:
1) My cat's favorite activity is sleeping. 2) Her hobby is singing .
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usually follow verbs, adjective, or noun. They are actually verb + preposition, adjective + preposition and noun and pronoun + preposition. Verbs that are placed after preposition must be in gerund form.
Examples:
1) He insists on seeing her.
2) He gave up smoking because of his doctor‟s advice.
a) Verbs + Prepositions + Gerunds
A number of phrasal verbs and objects of preposition that take the form of a gerund.
accuse of believe in consist of blow out content with aim at call for depend on call on deprive of arrive at (in) carry out clean out disapprove of ask for
composed of find out bear out
congratulate on speak of give up
keen on succeed in keep on
superior to go on leave off
look at talk to related to
talk about translate to count on look forward to think about object to
confess to think of rely on
approve of
b) Adjectives +Prepositions + Gerunds
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afraid of successful in angry with good at jealous of independentof similar to sure of ashamed of full of different from indifferent to
1) I am used to studying in the midnight 2) He is good at telling lies.
3) Nouns + Prepositions + Gerunds
A number of phrasal nouns and objects of preposition that take the form of a gerund.
choice of intention of possibility of excuse for methods for/of reason for Examples:
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1) The teacher gave us choice of taking another exam. 2) He always has an excuse for being late
3) Have you found the best method for improving your English yet? 4) Your reason for getting bad grades is a big nonsense.
5) Excuse me for disturbing you.
Preposition generally can be directly followed by verb + ing form. Examples:
1) By selling fruit in the market, she gets a lot of money
2) We should have stayed at home instead of travelling to this such place. E.Gerund after Possessive
Gerund, like a noun, can be preceded by possessive adjective or noun in the possessive case such as my, his, her, and Budi‟s. If the verb after preposition is directly followed by gerund and it refers to subject of a verb, the gerunds after possessive adjective refer to the person denoted by the possessive adjective or pronoun.
Examples:
1) We dislike moving to another apartment (we dislike it)
2) We dislike her moving to another apartment. (she must not move). There are differences about the usage of gerund after possessive in formal and informal situation. In formal English, possessive adjectives (my, your, his, her, etc) are used to modify a gerund.
Examples:
1) Our teacher appreciates our coming on time. 2) He dislikes my working late.
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is usually used in very formal English to modify a gerund. Examples:
1) I do not remember my mother‟s complaining about it. 2) She does not mind Alice‟s singing loudly.
The possessive forms are infrequent used in informal English but object forms (me, you, them) are frequently used in informal English.
Examples:
1) It is no use them complaining. (Thomson & Martinet, 1969:165) 2) He left the house without us knowing anything about it. (Thomson)
Either the unchanged forms of nouns or the object forms of personal pronoun may be used as the subject of gerund since these forms establish a closer relationship with the verb or preposition after which they commonly appear. In a speech they have great stress and are followed by a longer pause. Gerund phrases ordinarily occur after a main verb especially such verbs as in the following:
Like Dread mean Save insist on
Dislike Fancy propose Stop it’s no good/use
Mind Involve recollect suggest object to
remember understand resent (dis)approve of there’s no point
F. Gerunds With the Negative Adjective “No”
The negative form of Gerunds is made by placing adverb “not” in front of gerunds. There are certain types of the use of “no” following by gerund.
A. Negative Gerund is used after There + a form of be. Examples:
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3) There is no complaining the wrong explanation of the teacher. B. Negative Gerund can be used in prohibition that is against certain
activities. Examples:
1) No cheating is allowed in this biology test. 2) No fishing in this lake! The officer announces. 3) No parking in this area!
2.4.3 Gerund and Present Participle
The verb that ends with suffix –ing is not only used as gerund but is also used as present participle. Both gerund and the participle use verbs + ing. Allen (1974:177) states the part of the verb that ends with suffix – ing has two very important functions: (1) It can have the force of an adjective as well as that of a verb, known as present participle. (2) It can have the force of a noun as well as that of a verb, known as gerund. By this same verb – ing form, it sometimes makes learners get confused in differentiating them. Both gerund and the participle can be distinguished by their use in a sentence. Learners have only to remember the functions of verb + ing in gerund that is used as noun and can function as subject, direct object, and after preposition.
The same verb + ing form in both gerund and the participle usually become the problem for learners to differentiate the verbs end in –ing form used as gerund and as the participle. This problem is actually can be solved by understanding the function of both of them which have been explained by the writer above.
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2) She is singing a west song.
The function of the -ing form of both of the sentences is very different. The first sentence uses Gerund because singing functions as the complement of the subject, while the second was present participle because singing in that sentence modifies the subject.
Gerund Participle
What she likes is watching a movie She is watching a movie Her running shoes are very The running girl is beautiful Expensive
He likes driving a car. People driving in the rain have to drive carefully
The girl needs a microphone for The singing girl amazed the
Singing Audience
Swimming pool The swimming girl
(the pool for swimming) (the girl who is swimming)
These following verbs are sometimes confusing, for they never have the
possessive as its subjects.
See Hear have (not in present tense) notice listen to Imagine
watch Feel Keep
look at perceive Catch observe Smell set /start /get hark at
Examples:
1) She looks at the girl painting a mountain. 2) We feel the weather getting hot.
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2.4.4 Comparison between Gerund and Infinitive
There are verbs that can be followed by either Gerund and infinitive. Verbs followed by Gerund and infinitive may have the similar and different meaning. Gerunds are formed with “ing” while infinitives are formed with “to”
These following verbs mentioned bellow are verbs that can be followed by a Gerund and an infinitive.
Abhor Advice Agree
Allow Attempt can/could bear
Begin can/could bear Cease
Continue Forget Hate
Intend it needs/requires/wants Like
Love Mean Need
Permit Prefer propose
Recommend Regret remember
Students need to pay attention to the rules in learning a language in order to communicate properly both in writing and speaking. In the process of learning the language, students cannot avoid making errors because errors happen as a part of the learning process. This happens because the students use different forms to comunicate ideas, feelings or messages. Corder (1981:1) states that most errors were ascribed to interference and consequently a major part of applied linguistic research was devoted to comparing the mother tongue and the target language in order to predict or explain the errors made by learners of any particular language background.
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2.5 Previous Studies
As the additional guidance and references for the writer in writing this thesis, she has consulted some theses related to past tense.
Mariyadi (2016) , An Error Analysis On the Use Of Gerund to the Fourth Semester Students of English Department , Faculty of Cultural Studies, University of Sumatera Utara in the Academic Year of 2012/2013 , the subjects were 54 students semester four . It was found that the most dominant error in using gerund based on the function is gerund as (direct) object 36.5% and the less dominant errors is gerund as subjective complement 5.5%. The most dominant error in using gerund based on the kinds of error is misinformation errir 44% and the less dominant error is misordering error 6.6% . In conclusion from 2,369 sentence, there is only 21.6% of incorrect sentence and 78.4% of correct sentence .
Labora Valentina Simamora (2015), The Analysis of Gerund Used in Tempo , the most dominant gerund is after preposition (15 times) which is equal to 28,9%, followed by gerund as after some verbs (8 times) which is equal 15,4% , followed by subject of a verb (7 times) which is equal to 13,4%, followed by as subjunctive complement (7 times) which is equal to 13,4%, followed by object of verb (6 times) which is equal to 11,6%, followed by object a preposition (5 times) which equal to 9,6%, followed by appositive and a possessive adjective (2 times) which equal to 39%.
Indah Lestari Sembiring (2012), describes and analyze the errors made by the twelfth graders of SMA N 1 Tanjong Morawa in using past tense. The finding of analysis shows that the total students‟ correct answers the test are 807 numbers or for omission is
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93 or 25.62%, for addition is 40 or 11.02%, for misformation is 133 or 36.64%, and for
misordering is 97 or 26.72% , so the dominant type of error is misformation. Rukiah (2012), An Error Analysis In Using Passive Voice Made By Eleventh
Year Students Of MAN 1 Panyabungan, concludes that the percentage of correct and incorrect answers of passive voice by students of 32 questions. Finds the most error made by students in simple future tense (27.75%), simple past tense (26.59%), and the last is simple present tense (20.23%)
Idawati Situmorang (2011), An Error Analysis in Using Tenses Made by the Third Year Students of SMK 7 Medan, concludes that the kinds of error made by the students in using tenses are Misformation 78.87% (Misformation of Simple Present Tense 6.16%, Misformation of Present Continues Tense 8.27%, Misformation of Simple Past Tense 18.31%, Misformation of Pas continues Tense 25.88% and Misformation of Simple Future 20.25%), Omission 13.73% (Omission of Simple past Tense 2.11%, Omission of Present Continues Tense 7.92, Omission of Simple Past Tense 0%, omission of Past Continues Tense 3.52%, and Omission of Simple Future Tense 0%, Overgeneralization of Simple Past Tense 3.52%, Overgeneralization of Past Continues Tense 0%, and Overgeneralization of Simple Future Tense) and Incomplete Rule of Application 3.87% (Incomplete application of Rules of Simple Past Tense 2.29%, Incomplete Application of Rules of Past Continues Tense 0%, and Incomplete Application of Rules of Simple Future Tense 0%).
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CHAPTER I INTRODUCTION
1.1Background of the Study
Learning a language is a difficult activity, because each language has its own system which is different from in the students native language. It is inevitable that in learning English as a foreign language the students usually to get problems due to the differences between Indonesia and the target language. Because of this the students will probably make errors during the process of learning, as Norrish (1983:6) says “Some good pedagogical reasons have been suggested for regarding errors made by the learners of a foreign language leniently but the most important reason is that the error itself may
actually be necessary part of learning a language”.
Language is a means of communication used by people to communicate either through spoken or written. It has a big role for every individual in making a good relationship with others. Through language people can express their opinions, ideas and feelings to each other. As H. Brown Douglas (2005:5) says “language is a system of arbitrary conventionalized vocal, written or gesture symbol that enable members of a given community to communicate intelligibly with others.” It shows that language is a tool of communication which can be expressed not only through verbal or oral communication but also through non-verbal communication; written form and gesture (body language).
Learning English is a long process, it takes time and hard work to study it. So, in order to have good English the students have to learn two important parts of the foreign language. By learning English, the student are expected to acquire some abilities, those are: the ability to listen, to speak, to read, and to write English correctly. And also to make Indonesian learners gain success in finding the right career in the future and get the
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knowledge that will be useful in their real life. In learning English, there are four basic skills that should be mastered by the students: listening, speaking, reading and writing. Besides the four languages skill, the students have capability in language components such as grammar, pronunciation, and vocabulary.
Grammar is an important element to be learnt in learning language. Grammar is an aspect which becomes most difficult to learn in English. It plays an important role in improving our skill in English. It is a very basic knowledge and an important tool for students to master English. Through learning of grammar the students will know system of language so they will be able to combine and build words into meaningful sentence.
As Penny Ur (1996:75) states in her book A Course in Language Teaching
Practice and Theory, “Grammar can be defined as words put together to make correct
sentences”. It does not only affect how the units of words are combined in order to make
correct sentence but also affects their meaning. It can be concluded from the statements above, it is no doubt that by mastering grammar, the students will have a way to be able to speak, to read, and to write English correctly. Finally the students can create a good communication and interaction in English language actively both oral and written English between each other.
In learning the target language, the students errors may occur in the components of the language. The students often make a sentence which is syntactically right but lexically wrong or vice versa. This shows that the students have difficulties in using words or sentences appropriately. A gerund is the –ing form a verb used in the same way as a noun or pronoun. It can be used as a subject, (direct) object or object of a preposition.
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A gerund as an object = We enjoy playing basketball. (V+V+-ing)
A gerund after a preposition = He is fond of playing basketball. (Prep+V+-ing)
From the explanations above, one can draw a conclusion that the same form of – ing ending can make the students confused. It appears when all of the –ing forms are used in one sentence together. It appears when all of the –ing forms are used in one sentence together, as in the following sentence taken from English Grammar and Composition :
Watching the judges in the balcony, Gwen was trying to win the contest with her loud singing.
Watching is a present participle modifying Gwen, and trying is part of verb phrase. Only
singing, used as subject of preposition with, is a gerund (Warriner, 1958:68). In this process the lecturer must stress that the –ing form of gerund has a function as a noun which is different from present participle, that has a function as an adjective, and also different from other verbal ending in – ing.
According to Jeremy Harmer (2001:34), errors are part of the learner inter language that is a version of the language which a learner has at any one stage of development and which is continually reshaped as he/she aims toward full mastery. Making error during learning English is a natural process. It is normal because learning the second language is a process which involves the making of mistake, even errors. However it cannot be neglected. The teacher should be aware of this issue and do something to avoid their students to make the same error. The error that they made
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daughter. And also thank to my siblings, Elfan Syahputra, S.Pd, and Fatia Aulia who have really support education from the first semester until completed this thesis.
My special thank is dedicated to my beloved partner Ridho Rahadian Fauzan, who always help, patient, and support me everytime , for having great time together, love you and lucky to have you. For my beloved friends Tri Suci Ratnasari S.S , Ayang Kuswira S.Pd, Sofie Siregar, Rena Andari , Natassa Febrini S.Psi , Rasyika Yumni S.E, Cut Alin S.E, Indra, Dandy, Lilis Handayani S.S, Zulfida Sari , Aviandhani, Hasanah, Nana Suryana, Sahuri , Rumada, Rezki, and Abun. who always supports, cares, and other things that help me to complete this thesis. Thank you for the nice friendship during our study. I will be missing the days we spent together. The last, thanks to my classmate in English Department who always spend our times together.
Medan, July 2016
Siska Amelia
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This thesis deals with Error Analysis on the Use of Gerund Made by The Eleventh Grade Students of SMA Free Methodist Medan”. The objectives are to find the kinds and
the most dominant errors in the use of Gerund , the data are taken from 30 students as the samples by giving them some test concerning Gerund. The data, then, are analyzed based on the kinds and the most dominant errors. From the analysis it is found that the percentage of omission error 40.47%, addition is 23.47%, misformation is 29.32%, and misordering is 6,74%. Therefore, the most dominant error is Omission Error 40.47%.
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ABSTRAK
Skripsi ini berkaitan dengan “An Error Analysis on the Use of Gerund Made by The Eleventh Grade Students of SMA Free Methodist Medan”. Tujuan penelitian ini adalah untuk menemukan jenis-jenis kesalahan dan kesalahan yang paling dominan di dalam menggunakan Gerund, data diambil dari 30 siswa sebagai sample dengan memberikan mereka beberapa test yang berhubungan dengan Gerund. Kemudian, data di analisis berdasarkan jenis dan kesalahan yang paling dominan. Dari analisis-analisis itu ditemukan persentase kesalahan penghilangan 40.47%, kesalahan penambahan 23.47%, kesalahan informasi 29.32%, dan kesalahan susunan 6.74%. Oleh karena itu, kesalahan yang paling dominan adalah kesalahan penghilangan 40.47%.
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AUTHOR’S DECLARATION ... v
COPYRIGHT DECLARATION ... vi
ABSTRAK ... vii
ABSTRACT ... ix
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1
1.2 Problem of the Study ... 4
1.3 Objective of the Study ... 5
1.4 Scope of the Study ... 5
1.5 Significance of the Study ... 5
CHAPTER II REVIEW OF LITERATURE 2.1 Theoretical Concepts ... 6
2.2 Description of Error Analysis ... 6
2.2.1 Types of Error ... 8
2.2.2 The Cause of Error ... 9
2.3. The Difference between Error and Mistake ... 10
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2.4.3 Gerund and Present Participle ... 19
2.4.4 Comparison between Gerund and Infinitive ... 21
2.5 Previous Studies ……….. .... 23
CHAPTER III METHOD OF RESEARCH 3.1 Research Method ... 25
3.2 Data and Data Source ... 25
3.3 Data Collecting Procedure ... 26
3.4 Data Analysis Method ... 26
CHAPTER IV ANALYSIS AND FINDINGS 4.1 Data Analysis ... 28
4.1.1 Kinds of Error in Using Gerund as Subject ... 28
4.1.2 Kinds of Error in Using Gerund as Object ... 33
4.1.3 Kinds of Error in Using Gerud as Preposition ... 38
4.1.4 Kinds of Error in Using Gerund as Possesive ... 40
4.1 Findings ... 42
4.2.1 The Table of Errors ... 42
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusions ... 45
5.2 Suggestions ... 46
REFERENCES ... 47
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Table 1. Kinds of Error ... 42
Table 2. The Errors of Omission ... 43
Table 3. The Errors of Addition ... 43
Table 4. The Errors of Misformation` ... 44