CONCLUSION AND SUGGESTION 5.1. Conclusions

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. Universitas Sumatera Utara There are some possible reasons why the students made error in using gerund. 1. They do not know the formula of using gerund so that they added suffix, preposition and article to the verb that must not appear in an utterance. 2 The lack of knowledge that make them omitting the letter of the verb-ing that must appear and they always used the wrong verb form and also placed the verb+ing in wrong order. 3 The students are still confused of the use of gerund and the difference among gerund ,infinitive to, and present participle. 4. In the preliminary test, the students made many errors but it is not in advanced test. It might occurs because the questions in preliminary test were taken randomly and combined by other english grammar features questions.

5.2. Suggestions

Having known the result of analysis, here are some suggestions to be considered below: 1. The lectures should give clear explanation about the use of gerund, its functions, the same and difference among gerund, infinitive to, and present participle so that the students can avoid or reduce making error. 2. The students must be encouraged to read about gerund and other Englsih structure features. Then, they have to present what they have read and discuss it so that the students will be familiar with the use of gerund and other English structure features. 3. The lecturer must give some excercises of gerund to the students in the class directly or giving them article found in newspaper or magazine then analyze it together. 4. I do not get many theses about the error analysis on the use of gerund in English Department and other universities, so I wish to them who are interested in writing this topic will make it more perfect. Universitas Sumatera Utara

II. REVIEW OF RELATED LITERATURE 2.1 Gerund