to stealing the wallet Would you mind putting to be stolen the wallet

30 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. Ad dition 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. Universitas Sumatera Utara 31 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 Universitas Sumatera Utara 32 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. Universitas Sumatera Utara 33 d. Omission of “ing” This table show s the sample of omission of “ing” Student s’ 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. Nina told me story but now Universitas Sumatera Utara 34 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 omiss ion 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 tho se 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. Universitas Sumatera Utara 35 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 Universitas Sumatera Utara 36 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. Universitas Sumatera Utara 37 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. Universitas Sumatera Utara 38 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 addi tion 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. Universitas Sumatera Utara 39

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” This table shows the sample of addition of “Pronoun” Universitas Sumatera Utara 40 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 Universitas Sumatera Utara 41 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 TOTAL 341 100 Universitas Sumatera Utara 42 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. Universitas Sumatera Utara 43 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 - 2. Misordering of gerund as object 15 65.21 3. Misordering of gerund as possessive 8 34,79 4. Misordering of gerund as preposition - 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. Universitas Sumatera Utara 44

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 Universitas Sumatera Utara 45 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.

5.2 Suggestions

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. Universitas Sumatera Utara 6

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 is a procedure used by both researcher and teacher. It involves collecting samples of Universitas Sumatera Utara 7 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 the error. Universitas Sumatera Utara 8 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. Example : Do you mind taking the book blue? Universitas Sumatera Utara 9 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 False concept hypothesized means basically errors are the result from faulty comprehension of distinction in the target language. Universitas Sumatera Utara 10

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.

2.4 Gerund 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 the same verb-ing form. Universitas Sumatera Utara 11 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 sentence, it basically has characteristics such as verb + ing, in front of predicate, subject Universitas Sumatera Utara 12 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