An Error Analysis Of Students’ Ability In Using Gerund (A Case Study At The Second Year Students Of Smk Taman Ilmu Depok)

By:

MUHAMAD CHOTIB FIRDAUS NIM. 105014000391

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

2013

AN ERROR ANALYSIS OF STUDENTS' ABILITY IN LEARNING GERTJND AT SECOND GRADE OF

SENIOR HIGH SCHOOL

(A Case Study at the Second Year Students of SMK Taman llmu Depok) A "Skripsi"

Presented to the Department of English Education

In a Partial Fulfillment of Requirements for the Degree of Strata I (S-1)

Approved by Advisor

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH A}\D TEACHERS' TRAINING 66SYARIF _{HIDAYATULLAH'' STATE ISLAMIC UNIVERSITY}

JAKARTA 2013

ENDORSEMENT SHEET

The ooSkripsi" (Scientific Paper) entitled "AN ERROR ANALYSIS OF STUDENTS' ABILITY IN USING GERLTND" (A case Study at the Second year Students of SMK Taman Ilmu Depok), written by Muhamad Chotib Firdaus, student's registration number: 105014000391 was examined in the examination session of the faculty of Tarbiyah and Teacher's Training, Syarif Hidayatullah State Islamic University Jakarta _{on February 27th, 2013. The "skripsi" has been accepted and declared to have} fulfilled one of the requirements for academic title of ooS.Pd." in English Language Education at the Department of English Education.

J akarta, February 27th, 20 73 Examination Committee:

CHAIRMAN : Drs. Syauki" M.Pd.

NIP: 19641212199103 | 002

SECRETARY : Neneng Sunengsih" M.Pd. NIP: 19730625 199903 2 001

EXAMINER l: Dr. Fahriany. M.Pd.

N I P : 1 9 7 0 0 6 1 1 1 9 9 1 0 1 2 0 0 1

EXAMINER 2: Neneng Sunenesih. M.pd.

ining Faculty

Saya yang bertanda tangan di bawah ini, N a m a

Tempat/Tgl.Lahir NIM

Jurusan/Prodi Judul Skripsi

An Error Analysis of Students' Ability in Using Gerund (A Case Study at the Second Year Students of SMK Taman llmu Depok)

Dosen Pembimbing : Drs. Syauki, M.Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apayang saya tulis.

Jakuta,3l Mei 2013 _--.-. .M,qbesiswa Ybs. Muhamad Chotib Firdaus

Tangerang, 21 Agustus 1987 1 0 5 0 1 4 0 0 0 3 9 1

Pendidikan Bahasa Inggris / Pendidikan Bahasa Inggris

H a l 1t1

SURAT PERNYATAAN

KARYA SENDIRI

i

Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor:Drs. Syauki, M.Pd.

Keywords: Error, Gerund, and SMK Taman Ilmu Depok

The aim of this research is to find out and identify some errors made by the students in using gerund, the types of students’ errors in learning gerund, most frequent occurrence errors committed by students, and the causes of students’ errors in using gerund.

In this research, the writer used qualitative method in a form of descriptive analysis (percentage) that included observation, collecting the students’ test, analyzing, and interpreting the data. For collecting the data, the researcher used observation, students’ test and interview as the instrument. The subject of this research is the eleventh grade students of SMK Taman Ilmu Depok. The writer gave the thirty students the filling in the blank test that consists of 32 items, 8 items in the form of gerund as subject of a sentence, 8 items in the form of gerund as object of preposition, 8 items in the form of gerund as direct object of certain verbs, and 8 items in the form of gerund as the complement of a sentence.

The result of the research showed that there were 96 errors or 16.25% students made errors in using gerund as subject of a sentence, 148 errors or 25.04% students made errors in using gerund as object of preposition, 187 errors or 31.64% students made errors in using gerund as direct object of certain verbs, and 160 errors or 27.07% students made errors in using gerund as the complement of a sentence. The writer also classified the types of errors made by the students. From 591 errors, 424 of them are misformation. This types of errors contributed 71.74% to whole scores. Next type is omission, the total of its errors is 123 or 20.81%. The last type is addition, only 44 or 7.45% errors in this type.

ii

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta

Pembimbing:Drs. Syauki, M.Pd.

Kata Kunci: Kesalahan, Gerund, dan SMK Taman Ilmu Depok

Tujuan dari penelitian ini adalah untuk menemukan dan mengidentifikasi beberapa kesalahan yang dilakukan siswa dalam menggunakan gerund, jenis kesalahan-kesalahan siswa dalam menggunakan gerund, kesalahan-kesalahan yang sering dilakukan siswa, dan penyebab kesalahan-kesalahan siswa dalam menggunakan gerund.

Dalam penelitian ini, penulis menggunakan metode kualitatif dalam bentuk analisis deskriptif (persentase) termasuk observasi, mengumpulkan hasil tes siswa, menganalisis, dan mengumpulkan data. Dalam mengumpulkan data, peneliti melakukan pengamatan, tes siswa dan interview sebagai instrumen. Subjek penelitian ini adalah siswa kelas XI (sebelas) SMK Taman Ilmu Depok. Penulis memberikan 32 soal kepada 30 siswa, dari 32 soal tersebut terdiri dari 8 soal dalam bentuk gerund as subject of a sentence, 8 soal dalam bentuk gerund as object of preposition, 8 soal dalam bentuk gerund as direct object of certain verbs, dan 8 soal dalam bentuk gerund as the complement of a sentence.

Hasil penelitian ini menunjukkan bahwa terdapat 96 kesalahan atau 16,25% siswa melakukan kesalahan dalam menggunakan gerund as subject of a sentence, 148 kesalahan atau 20,04% siswa melakukan kesalahan dalam menggunakan gerund as object of preposition, 187 kesalahan atau 31.64% siswa melakukan kesalahan dalam menggunakan gerund as direct object of certain verbs, dan 160 kesalahan atau 27.07% siswa melakukan kesalahan dalam menggunakan gerund as the complement of a sentence. Penulis juga mengklasifikasikan tipe-tipe kesalahan yang dibuat oleh siswa. Dari 591 kesalahan, terdapat 424 kesalahan pada tipe misformation. Tipe ini menghasilkan kesalahan 71,74%. Tipe selanjutnya adalah omission, jumlah kesalahannya sebanyak 123 atau 20,81%. Tipe terakhir adalah addition. Hanya 44 atau 7,45% kesalahan pada tipe ini.

iii

Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this

“skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the requirements for the degree of S.Pd. (S-1) in English Education.

In this process of finishing this “skripsi”, the writer got a lot of guidance

and motivation from people around him. Therefore, the writer would like to express his deepest gratitude to his wonderful parents, (Mr. Ramin and Mrs. Musanah).

Furthermore, the writer would like to express his great honor and deepest gratitude to his advisor, Drs. Syauki, M.Pd. for his valuable help, guidance, comments, corrections and suggestions and who has been very patient to sacrifice his energy and time to assist the writer so that the writer could finish this

“skripsi”.

The writer’s sincere gratitude also goes to:

1. Prof. Dr. H. Rif’at Syauqi Nawawi, M.A., the Dean of the Faculty of Tarbiyah

and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., as the Head of English Education Department.

3. Neneng Sunengsih, M.Pd., as the Secretary of English Education Department. 4. All lecturers in English Education Department who have taught the writer

iv

6. All friends in English Education Department 2005 especially Wildan Hamdani and Munsyi Ulhaq for the great friendship, support, togetherness and knowledge they have shared. May Allah the Almighty bless them all, so be it.

The writer realizes that this “skripsi” cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for him to get critiques and suggestions to make this “skripsi” better.

Jakarta, February 2013

v

ABSTRAK... ii

ACKNOWLEDGEMENT... iii

TABLE OF CONTENTS... v

LIST OF TABLES... vii

LIST OF APPENDICES... viii

CHAPTER I INTRODUCTION... 1

A. Background of the Study... 1

B. Identification of the Problem... 4

C. Limitation of the Problem... 5

D. Formulation of the Problem... 5

E. Objectives of the Study... 5

F. Significances of the Study... 5

CHAPTER II THEORETICAL FRAMEWORK... 7

A. Error Analysis... 7

1. Understanding of Error... 8

2. Distinction between Error and Mistake... 8

3. Causes of Error... 9

4. Types of Error... 14

5. Goal of Error Analysis... 18

6. Procedure of Error Analysis... 19

B. Gerund... 20

1. Understanding of Gerund... 20

2. Kinds of Gerund... 21

3. Forms of Gerund... 22

4. Uses of Gerund... 22

vi

A. Research Design... 30

B. Place and Time of the Study... 31

C. Subject of the Research... 31

D. Instrument of the Research... 31

E. Technique of Data Collecting... 32

F. Technique of Data Analysis... 32

CHAPTER IV RESEARCH FINDING... 34

A. Data Description... 34

B. Data Analysis... 37

C. Data Interpretation... 47

CHAPTER V CONCLUSION AND SUGGESTION... 50

A. Conclusion... 50

B. Suggestion... 51

BIBLIOGRAPHY... 52

vii

Table 2.2. List of Verbs Frequently Followed by Gerund (George E. W.) ...24

Table 2.3. List of Verbs Frequently Followed by Gerund (Betty S. A.) ...25

Table 4.1. Material Display within The English Test Items ...34

Table 4.2. Percentage of Types of Error ...38

Table 4.3. Frequency of Errors in Gerund as Subject of a Sentence ...39

Table 4.4. Frequency of Errors in Gerund as Object of Preposition ...40

Table 4.5. Frequency of Errors in Gerund as Direct Object of Certain Verbs ...41

Table 4.6. Frequency of Errors in Gerund as the Complement of Sentence ...42

Table 4.7. Percentage of Errors in Learning Gerund ...48

Table 4.8. The Sequence of Gerund Tested Area Based on Its High Frequency of Errors ...48

viii

Appendix 2 The Identification of Students’ Error in Learning Gerund as

Subject of a Sentence ...55

Appendix 3 The Identification of Students’ Error in Learning Gerund as Object of Preposition ...81

Appendix 4 The Identification of Students’ Error in Learning Gerund as Direct Object of Certain Verbs ...107

Appendix 5 The Identification of Students’ Error in Learning Gerund as Complement of a Sentence ...140

Appendix 6 The Instrument of Test ...171

Appendix 7 The Answer Key of Test ...173

Appendix 8 Students’ Answer Sheet...174

Appendix 9 The Instrument of Teacher’s Interview ...178

Appendix 10 The Instrument of Students’ Interview ...180

CHAPTER I

INTRODUCTION

A. Background of the Study

In this modern age, communication plays an important role in human’s

life. Human beings do not normally live in isolation without any contact with the others. To fulfill the needs for communicating with others, language is used as one of the means of communication among people, and needless to say that it is employed for hundreds of purposes. In this sense, communication can be in term of transferring the ideas, thought, feelings, attitudes or message.1 Briefly, it can be said that language is a means of communication.

According to Nuttal in Teaching Reading Skills in a Foreign Language, stated that communication occurs when a message transmitted from one person to another is commonly understood by both parties. In other words, it is successful when a message actually reaches its destination, it is perceived by the receiver as the sender intended. Successful communication is expected to build a kind of relationship between the speaker and the listener.2 Absence of communication causes all sorts of ills, while lack of communication maybe blamed for failures in business, disharmony in organization, and any other form of inconvenience.

Nowadays, people can communicate with one another easily, not only among people in our country but also among those in the whole world. They need a certain language as a Lingua Franca to communicate between two people who do not share the same languages; one of that Lingua Franca is English.3 English is used as well as medium of developing relationship with

1

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann, 1982), p. 3.

2

Ibid

3

Jeremy Harmer, The Practice of English Language Teaching 3rd Edition, (Essex: Pearson Education Limited, 2001) p. 20.

other nation, English is also to absorb and develop science, technology, economy, and culture.

In education, English functions as a communication tool to access and to exchange any information, to build interpersonal relationship, also to know and to have language aesthetic in English culture. Furthermore, as noted Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan Madrasah Aliyah there are three objectives of English subject. But here, the writer focus on the first point, that is:4

Mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi mendengarkan (Listening), berbicara (Speaking), membaca (Reading), dan menulis (Writing).

To develop communication ability on that language, in both written and spoken, we have to learn and comprehend four skills. Those four skills are listening, speaking, reading, and writing. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. Listening and speaking are called method of spoken communication meanwhile reading and writing are called method of written communication. Listening and reading are receptive skills and speaking and writing are productive skills

To use those skills correctly, the students have to learn sub skills. They are vocabulary, grammar, and pronunciation. Here, the writer will focus on grammar. Structure or commonly called grammar is one of English sub skills will give a certain pattern in using language both orally and written. With grammar, the language is more meaningful.

According to Harmer in the Practice of English Language Teaching

stated that “Grammar can thus be partly seen as knowledge of what words can go where and what form these words should take. Studying grammar means

4

Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas dan Madrasah Aliyah, p. 14.

knowing how different grammatical elements can be strung together to make

chains of words.”5

Moreover, Ur in Grammar Practice Activities: A Practical Guide for Teachersstated that “grammar may be roughly defined as the way a language manipulates and combine words (or bits of words) in order to form longer

unit of meaning”.6

From those statements above, the writer conclude that grammar is knowledge of how to combine and manipulates words together to make a good sentence or paragraph.

In addition, grammar is an essential part to be learnt in the process of acquiring language; it must be mastered to help someone in making a sentence or paragraph grammatically and meaningfully. As Ur said that the knowledge of grammatical rules is essential for the mastery of a language.7

If we study grammar, we will study verb, and if we study verb, we will study present participle, past participle, infinitive, and gerund. Past participle is –ed form, infinitive is to- form, and present participle also gerund have the same form, -ing form.

As far as the writer concerned after he had done an observation at the second grade students at SMK Taman Ilmu Depok, some problems occurred when students learned grammar, especially in learning gerund. This problem could happen because they still make errors in understanding, learning, and using gerund. From the data that the writer gets from the interview to the English teacher and from pre-test, the writer concluded that the problem could happen because the students still having difficulties in distinguishing the form of gerund and use of gerund. One of the errors which is faced by the students in learning and using gerund is lack of knowledge of the rules on

5

Jeremy Harmer, the Practice of English Language Teaching 3rdEdition, (Essex: Pearson Education Limited, 2001), p. 32.

6

Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 1988), p. 4.

7

adding –ing to the verb when forming gerund. And they also could not differentiate between the use of gerund and present participle.

Here are the examples of the misunderstanding of using gerund. He will consider go with you, read is good activity. From those examples, the writer concluded that most of students did not know how to use gerund. He tried to correct those sentences as follows: He will consider going with you, reading is good activity. It is in line with the statement of George E. Wishon and Julia M. Burks in Let’s Write Englishthat “the gerund is the –ing form of the verb used as a noun. Notice that the gerund has the same form as the present participle. However, it functions difference in the sentence. It is always a noun and can function in any noun position”.8

Based on the discussion above, the writer considers the difficulties faced by students in learning and using gerund. It is about getting students’ understanding of the use of the gerund form and the difference from the present participle.

Based on the statement above, the writer takes a title of this “Skripsi” “An Error Analysis of Students’ Ability in Using Gerund” (A Case Study at the Second Year Students of SMK Taman Ilmu Depok)

B. Identification of the Problem

Based on the background of the problem above, the writer identifies some problems which could influence students’ errors in using gerund at second year students of SMK Taman Ilmu Depok. They are:

a.Lack of knowledge of the rules on adding –ing to the verb when forming gerund.

b.Students’ difficulties in distinguishing the form of gerund and use of gerund.

c.Students’ difficulties in differentiating between the use of gerund and present participle.

8

George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, (New York: Litton Educational Publishing Inc., 1980), p. 268.

d.Classroom activity including how teacher delivers this material.

C.

Limitation of the Problem

It is necessary to make limitation of the problem, the limitation of

problem in this skripsi is intended to analyze the students’ errors in using gerund at second year students of SMK Taman Ilmu Depok.

D. Formulation of the Problem

Based on the limitation of the problem above, the writer plans to analyze the students’ errors in using gerund. Therefore, to avoid this research become either too narrow or too abroad, the writer makes some general questions to guide him. The general questions of this research are:

1. What are kinds of students’ errors in using gerund?

2. What are the frequent errors which committed by students in using gerund?

3. What are the causes of students’ errors in using gerund?

E.

Objectives of the Study

According to the formulation of the problem above, the objectives of the study are as follows:

1. To find out students’ errors in using gerund.

2. To find out the frequent errors which committed by students in using gerund.

3. To find out the causes of students’ errors in learning gerund.

F. Significances of the Study

The results of this study can provide useful information for many groups of people. Principally, the uses of language in a school, family, society, are something concessions and influences to each other.

The other use of this study, especially for the writer himself is a principle to apply teaching of English in a higher rank. It is also useful for the library of FITK UIN Syarif Hidayatullah Jakarta for its bibliography dealing with the improvement of education field.

By this study, first the writer really hopes that after reading the skripsi specifically, the readers can add their knowledge about how to behave and how to overcome all the problems in surviving in the school life.

For English teacher, it is supposed that grammar will be more considered in the teaching learning process. From the skripsi, it will make the teacher knows and understands the characteristics of his/her students, so he/she can handle during teaching learning process well. In supporting teaching learning process at school, the teacher should try hard to be more active in giving a chance to the students to practice speaking English.

The last, the writer also expects to encourage readers to be eager to study about grammar. That will make you easier to communicate and tell what you want to say to the native speaker or non-native speaker who can speak English well around the worlds.

CHAPTER II

THEORETICAL FRAMEWORK

A.

Error Analysis

Error is normal and making error is unavoidable during the learning process. It will always occur although best effort has been done. Errors made by the students do not mean a failure or inadequacy but they can be viewed as important evidence of strategies or procedure employed by the student in learning a second language. They are also significant to the teacher and to the student himself.

In language teaching and testing, error analysis is a technique of measuring progress and of devising teaching methods by recording and classifying the mistakes made by students, meanwhile in linguistics, error analysis is the observation of errors in the speech process as a means of understanding the phonological and semantic components of language, interactional processes, and speakers' discourse strategies.1

Error analysis is an activity to reveal errors found in writing and speaking. Brown defined error analysis as “the process to observe, analyze, and classify the deviations of the rules of the second language and then to reveal the system operated by learner.”2 It seems this concept is the same as the one proposed by Crystal i.e. error analysis is “a technique for identifying, classifying, and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.”3

1

Education.com, Error Analysis (Language), 2012, (http://www.education.com/definition/error-analysis-language/).

2

H. Douglas Brown, Principles of Language and Teaching, (New Jersey: Prentice Hall, Inc., 1980), p. 166.

3

David Crystal, the Cambridge Encyclopedia of Language, (New York: Cambridge University Press, 1987), p. 112.

The definitions above clarify that error analysis is an activity to identify, classify, and interpret or describe the errors made by someone in speaking or in writing and it is carried out to obtain information on common difficulties faced by someone in speaking or in writing English sentences.

1.

Understanding of Error

To get clear understanding about error, several opinions have been given by some linguists that should be observed among others. H. Douglas Brown defines an error as “noticeable deviation from the adult grammar of a native speaker, reflecting the inter-language competence of learner.”4

Dulay stated error as “the flawed side of learner speech of writing.”5

It means that there is something wrong in norm of language performance. Then Klassen defines an error “as a form or structure that a native speaker deems unacceptable because of its inappropriate use.”6

From these opinion about errors, it can be concluded that errors are something that the students do in their learning by using unacceptable and inappropriate forms of the grammar of the target language and the competence of a second language.

Errors have played an important role in the study of language acquisition and in examining a second or a foreign language acquisition. Errors are also associated with the strategies that people employ to communicate in a language.

2.

Distinction Between Error and Mistake

Error and mistake are not the same. But most the people still misunderstand about the definition of both. To be more clarified between error and mistake, Hubbard et.al. said “error caused by lack of

4

Brown, op.cit., p. 170.

5

Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p. 138.

6

Johanna Klassen, Using Student Error for Teaching, (English Teaching Forum, January 1991) Vol. 29, No. 1, p. 10.

knowledge about the target language (English) or by incorrect hypothesis about it, and mistakes caused by temporary lapses or memory, confusion, slips of the tongue and so on.”7

Another way to differentiate between error and mistake is if the learners can correct themselves, it is probably mistake, but if they cannot, it is an error.

In his book on mistakes and correction, Edge suggests that we can divide mistake into three broad categories: “slips (that is mistakes which students can correct themselves once the mistake has been pointed out to them), „errors’ (mistakes which they cannot correct themselves – and which therefore need explanation), and „attempts’ (that is when a student tries to say something but does not yet know the correct way of saying it).8

From explanation above, it can be concluded that error is systematic and the students selves cannot correct, because it reflects the students’ competence in the target language. In contrast, a mistake is an error that students can selves correct, because it is only the result of the students’ performance.

3.

Causes of Error

Learning a foreign language is of course different from learning one’s mother tongue. The students that are learning foreign language cam make errors in foreign language. Errors are sign of learning failure and, as such, not to be willingly tolerated. So, the teacher must analyze what kinds of causes of errors that happen to students. According to Corder, there are three major causes of error, which he labels „Transfer Error’ (Mother-tongue Interference), „Analogical Error’ (Over-generalization),

7

Peter Hubbard, et.al., a Training Course for TEFL, (Oxford: Oxford University Press, 1983), p. 134.

8

Jeremy Harmer, the Practice of English Language Teaching 3rdEdition, (Essex: Pearson Education Limited, 2001), p. 99.

and „Teaching Induced Error’ (Error Encouraged by Teaching Material or Method).9

a. Mother-tongue Interference

The beginning stage of learning a second language is characterized by good deal of mother tongue interference (from the nature language), in this early stage, before the system of the second language is familiar, the native language is the only familiar language system. Although young children appear to be able to learn a foreign language quite easily and to reproduce new sound very effectively, older learner has experience considerable difficulty.The sound system (phonology) and grammar of native language sometimes impose themselves on the new language and this leads to “a faulty foreign pronunciation”, faulty grammatical pattern and wrong choice of vocabulary.

Example:

-* She in my chair sitting is. – instead of – She is sitting in my chair.10

b. Over-generalization

Over-generalization covers instance where the learner creates a deviant structure on the basis of his experiences of other structures in the target language. Some over-generalization is signed by:

1) Over-generalization generally involves the creation of one deviant structure in place of two regular structures.

Example:

 He can sings.  We are hope.  It is occurs

It may be the result of the learner reducing his/her linguistic burden, with the omission of third person “s”.

9

Hubbard et.al., op.cit., pp. 140-142.

10

2) Over-generalization is associated with redundancy reduction, for example the - ed marker, in narrative or in other past context often appears to carry no meaning, on sentence - I buy the book last week - it as cleared, the word “bought” does not have meaning anymore because there was phrase „last week’.

c. Error Encouraged by Teaching Material or Method

Error can appear to be induced by teaching process itself and error is an evidence of failure of ineffective teaching or lack control. If material is well chosen, graded, and presented with meticulous care, there should never be any error. Corder said “it is however, not easy to identify such error except in conjunction with a close study of the material and teaching technique to which the learner has been exposed. This is probably why so little is known about them”.11

It is easy to accept this in the early stages of language learning controls applied in the shape of substitution tables, conversation exercises of mechanical nature and guided sentence patterns, but more difficult at later stages.

Example in regular and irregular verb:

-* I am going to school every day. Instead of – I go to school every day.

Meanwhile Brown distinguishes the causes of error into four causes, they are: Interlingual Transfer, Intralingual Transfer, Context of Learning and Communication Strategies.12

a. Interlingual Transfer

Interlingual errors happened because the interference of a mother tongues into a target language. Interference is transfer of a native language, which impede the learning of a target language because of differences between both languages.

11

Hubbard et.al., loc.cit.

12

In this early stage, before the system of the second language is familiar, the native language is the only linguistic system in previous experience upon which the learner can draw.

b. Intralingual Transfer

The early stage of language learning is characterized by a predominance of interlingual transfer, but once the learner has begun to acquire part of the new system, more and more interlingual generalization within the target language manifested, and his previous experience begin to include structure within the target language itself.

c. Context of Learning

Context refers to the classroom with its teacher and its material in the case of school learning. In a classroom context, the teacher or the textbook can lead the student to make faulty hypotheses about a language. Students often make errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook.

d. Communication Strategies

Communication strategies actually include processes of interlingual and intralingual transfer and the context of learning as a learner tries to get a message across to a hearer or reader.

Richards divided causes of error into four areas; those are over-generalization, ignorance of rule restrictions, incomplete application of rules, and false concept hypothesized.13

a. Over-generalization

Over-generalization is the use of previously available strategies in new situation. Over-generalization covers instances where the learner creates a deviant structure on the basis of his experience of other structures in the target language.

13

Jack C. Richard, Error Analysis: Perspectives on Second Language Acquisition, (London: Longman Group Ltd., 1980), p. 174.

Example:

-* Do you go to Bali last year? Instead of – Did you go to Bali last year?

b. Ignorance of Rule Restrictions

Closely related to the generalization of deviant structures is failure to observe the restrictions of existing structures, that is, the application of rules to contexts where they do not apply.

Example:

-* The man who I saw him yesterday is my teacher. Instead of – the man whom I saw yesterday is my teacher.

c. Incomplete Application of Rules

This error is the result of the learner’s high motivation to achieve communicative ability. In achieving this, learner sometimes produces grammatical incorrect sentence.

Example:

-* She go to school every day. Instead of – She goes to school every day.

d. False Concept Hypothesized

This error is the result of the faulty comprehension of distinction in the foreign language, sometimes this error is because of the poor gradation of materials of teaching.

Example:

-* He is speaks English. Instead of– He speaks English.

From the explanation above, there are some major causes of error that usually happen to students according to Corder, Brown, and Richard namely: „transfer error’ (Mother-tongue interference), „analogical error’ (Over-generalization), and „teaching induced error’ (Error encouraged by teaching material or method), Interlingual Transfer, Intralingual Transfer, Context of Learning and Communication Strategies, over-generalization, ignorance of rule restriction, incomplete application of rules, and false concept hypothesized.

4.

Types of Error

There are four classification of students’ error according to Dulay, viz.: linguistic category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy.14

a. Linguistic Category Taxonomy

Many error taxonomies has been based on the linguistic item, which is affected by an errors. These linguistic category taxonomies classify errors according to either or both the language component and the particular lingusitic constituent the error effects.

Language components include phonology (pronunciation), syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component. For example, within syntax one may ask whether the error is in the main or subordinate clause, and within a clause, which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjective, and so forth.

b. Surface Strategy Taxonomy

Surface strategy taxonomy highlights the ways surface structures are altered: Learners may omit necessary items (omission) or add unnecessary ones (addition); they may misform items (selection) or misorder them (misordering).15

1) Omission

Omission errors are characterized by the absence of an item that must appear in well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types or morphemes are omitted more than others. Example:

14

Dulay et.al., op.cit., pp. 146-172.

15

 Mary (is the) president (of the) new company. 2) Addition

Students not only omit elements, which they regard as redundant, but they also add redundant elements. Addition errors are the opposite of omission. They are characterized by the presence of an item, which must not appear in a well-formed utterance. They are three types of addition errors have been observed in the speech of both L1 and L2 namely double markings, regularization, and simple addition.16

a) Double Markings

Double markings are two items rather than one is marked for the same feature. Many addition errors are more accurately described as the failure to delete certain items which are required in some linguistic constructions, but not in others.

Example:

 He doesn’t knows my name or we didn’t went there. b) Regularization

A rule typically applies to a class of linguistic items, such as the class of main verbs or the class of nouns. There are both regular and irregular forms and constructions in language, learners apply the rules used to produce the regular ones to those that are irregular, resulting in errors of regularization. Such as, the verb eat become eated; the noun sheep is also sheep in the plural, not sheeps.

c) Simple Addition

Errors are „grab bag’ subcategory of additions. If an addition error isn’t a double marking or regularization, it is called simple addition. There are not particular feature, which

16

can characterize simple addition other than not appear in a well-formed utterance.

Example:

 The fishes doesn’t live in the water. 3) Misformation

Misformation errors are characterized by the use of the wrong form of the morpheme or structure. While in omission errors the item is not supplied at all, in misformation errors the student supplies something, although it is incorrect.

There are three types of misformation namely; regularization errors, archi-forms, and alternating forms.

a) Regularization Errors

It is that all under misformation category are those in which a regular marker is used in place of an irregular one. For example: runned for run or goose for geese.

b) Archi-forms

The selection of one number of a class of forms do represent others in the class is a common characteristic of all stages of second language acquisition. We have called the form selected by the students of an archi-form. For example: a learner may select one member of the class of personal pronoun to function for several others in the class. Me hungry, give me that!

c) Alternating Forms

As the student’s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. For example: those dog.

Misordering is a wrong placement of morpheme or a group of morphemes in an utterance. For example: I don’t know what is that.

c. Comparative Taxonomy

The classification of error in a comparative taxonomy is based on comparison between the structure of second language errors and certain other types of constructions. There are four types of error according to comparative taxonomy viz. Development Errors, Interlingual Errors, Ambiguous Errors, and Other Errors.17

1) Development Errors

These errors are similar to errors made by the students learning the target languages as their first language. For example: Dog eat it. The omission of the article and the past tense marker any be classified a development because they are aslo found in the speech of students learning English as their first language.

2) Interlingual Errors

Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the students’ native. Interlingual error refers to L2 errors that reflect native language structure regardless of the internal process or external conditions that spawned them. For example: He has a book green.

3) Ambiguous Errors

Ambiguous errors are those that could be classified equally well as development or interlingual. These errors reflect the student’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example: I no have car.

4) Other Errors

17

Other errors are the errors made by the student’s native using their native language structure on their second language developmental form, such as “she do hungry”, where “do” as verb for presents tense must add “s/es” for subject “she”.

d. Communicative Effect Taxonomy

Communicative effect focuses on distinguishing between errors that seem to cause miscommunication and those that don’t. Errors that affect the overall organization of the sentence hinder successful communication (global error), while errors that affect a single element of the sentence usually do not hinder communication (local error). For example: (global error): English language use many people. (Local error): Why we like each other?

Meanwhile Touchie stated that “Researchers in the field of applied linguistics usually distinguish between two types of errors: performance errors and competence errors.18

a. Performance Errors, are those errors made by learners when they are tired or hurried. Normally, this type of error is not serious and can be overcome with little effort by the learners.

b. Competence Errors, are more serious than performance errors since competence errors reflect inadequate learning.

In this connection, it is important to note that researchers distinguish between mistakes which are lapses in performance and errors which reflect inadequate competence.

5.

Goal of Error Analysis

The most practical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dulay stated that studying students’ errors serves two major purposes:

18

Hanna Y. Touchie, Second Language Learning Errors; Their Types, Causes, and Treatment, (JALT Journal, November 1986) Vol. 8, No. 1, p. 10.

a. It provides data from which inferences about nature of language learning process can be made.

b. It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which error types detract most from a student’s ability to communicate effectively.

The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process.

6.

Procedure of Error Analysis

In the language teaching, either a native language or a second language teaching, study about students’ errors is very important. There are some procedures in error analysis, namely:

a. Identification of errors b. Description of errors c. Explanation of errors d. Evaluation of errors

e. Preventing/correction of errors.19

The first step in the process of analysis is recognition or identification of errors. In this step, teachers recognize the students’ errors from the task given by the teachers.

The second step is the describing error. It begins when an identification stage has taken place. The description of student errors involves classification of kinds of errors made by the student.

The third step is the explanation of error that can be regarded as a linguistic problem. This step attempts to account for how and why the students’ error happen.

19

Theo Van Els et.al., Applied Linguistics and the Learning and Teaching of Foreign Languages, (Kent: Edward Arnold (Publishers) Ltd., 1984), p. 47.

The fourth step is evaluation of errors. In this step, the teacher gives evaluation from the task done by the students depends on the task that teacher will give to the students.

Finally, the last step in the process of analysis is correction of errors where the teacher checks from the task done by the students. And then the teacher gives the correct answer from the errors has been done by the students.

Example:

Table 2.1.

Procedure of Error Analysis Identification of

Error

Description and Error Classification

Explanation Correction

I watch television last night.

Simple Past Tense – omission of – ed.

The verb “watch” should be Simple Past

I watched

television last night.

He is owing me ten thousands rupiah.

Verb inappropriate verb construction.

“owe” is a stative verb and doesn’t require the –ing participle

He owes me ten thousands rupiah.

B. Gerund

1.

Understanding of Gerund

Swan defined that gerund is “the-ing form of a verb, used like a noun (for instance as the subject of sentence, or after preposition)”20

.

20

Michael Swan, Practical English Usage (Oxford: Oxford University Press, 1980), p. xvi.

According to Azar, Gerund is “the-Ing form of a verb used as a noun. A gerund is used in the same ways as a noun, i.e. as a subject or an object”.21

And Thomson and Martinet stated that when a verb is immediately after a preposition the gerund form must be used”22

.

Foley and Hall stated in Longman Advanced Learner’s Grammar: A Self-Study Reference and Practice Book with Answer, they stated that “The –ing and infinitive forms of verbs are very common in English and can act as subject, object, and compliment of verbs. When used like noun, -ing form are often referred to as „Gerund’.23

From the quotations above, it can be concluded that gerund is the -ing form of a verb, used as a noun, as it can function as subject or an object sentence, and also as an object preposition.

2.

Kinds of Gerund

Wishon and Burks noted that there are two kinds of gerund, they are: a. Simple Gerund: is gerund that is the-ing form of the verb used as a

noun. Notice that the gerund has the same form as the present participle. However it functions differently in the sentence. It is always a noun and can function in any position noun (e.g.: swimming is a good exercise). b. Gerund Phrase: while a gerund functions as a noun, it also retains some

characteristics of a verb. Although it may have modifiers like a noun (usually before it), it may also have adverbial modifiers like a verb (usually after it). If a noun or pronoun precedes a gerund, it must be in the possessive or adjectival form.

Your singing is beautiful.

Everyone admires Patrice’s expert dancing.

21

Betty Schramper Azar, Understanding and Using English Grammar (New Jersey: Prentice Hall, Inc., 1992), p.150.

22

A. J. Thompson and A. V. Martinet, Practical English Grammar, (Kuala Lumpur: Oxford University Press, 1986), p. 229.

23

Mark Foley and Diane Hall, Longman Advanced Learners’ Grammar: A Self-study Reference and Practice Book with Answer. (Essex: Pearson Education Limited.2003), p. 140.

The gerund phrase is italicized; the simple gerund is underlined.24

3.

Forms of Gerund

The gerund is the –ing form of the verb used as a noun. Notice that the gerund has same form as the present participle.

However, it functions differently in the sentence. Gerund is a noun and can function in any noun position25.

According to Sinclair and Prowse, there are some rules on adding – ing to the verb when forming the gerund26.

a. If the verb ends in “e”, drop the “e” before “ing” e.g. dance dancing

If the verb ends in “ee”, make no change. e.g. see seeing

b. If the verbs has no one syllable and ends in a vowel + consonant, put double consonants before “ing”.

e.g. put putting cut cutting

c. If the verb end in Y, W, X, or in two consonants, or in two vowels, make no change.

e.g. say saying push pushing

c. If the last syllable of a longer verb is stressed, double the consonant before “ing”.

forget forgetting

4.

Uses of Gerund

According to the definition above, here the writer would like to explain the usages of gerund in the sentence widely.

24

Wishon and Burks, op.cit., p. 268.

25

Ibid.

26

Barbara Sinclair and Philip Prowse, A Short Course for Adult, Activate Your English, (Cambridge: Cambrige University Press, 1996), p. 81.

a. Gerund as Subject of a Sentence

The subject is a noun. Gerund is a noun. It means that gerund can function as subject of a sentence. When its position is in front of the sentence.

Gerund can be the subject of the sentence when an action is being considered in a general sense.27

Example:

1) Gambling can’t make someone rich 2) Praying is the moslem’s duty 3) Singing is my hobby

b. Gerund as Object of Preposition

Swan stated that gerund is used after all prepositions (including to, when “to” is a preposition).28

Example:

1) After swimming, I felt cold 2) Are you fond of cooking?

3) I look forward to hearing from you

c. Gerund as Direct Object of Certain Verb

The verb that comes after the verb is a noun. A noun that comes directly after the verb is an object of the verb. When gerunds follow verbs, they function as direct objects of those verbs. Wishon and Burks noted 29 verbs frequently followed by gerunds.29

27

Thompson and Martinet, op.cit., p. 288.

28

Swan, op.cit., p.335.

29

Table 2.2.

List of Verbs Frequently Followed by Gerund by George E. W. & Julia M. B. 1. admit The thief admitted stealing money

2. appreciate Patrice would appreciate hearing from you 3. avoid After their quarrel, she has avoided meeting him 4. consider Joel has already considered continuing his studies 5. continue He will continue studying

6. defer Please differ paying the bill until after January 7. delay He delayed writing the letter until the last minute 8. deny When questioned the boy denied cheating on the

exam

9. detest How I detest her singing

10. enjoy After a hectic week, they enjoyed spending a week at Home

11. escape By some miracle Jerry escaped being hurt in the fight

12. finish When the light went out, he had barely finished putting

his room in order

13. forgive I cannot forgive you not writing to me

14. imagine I cannot imagine doing that again!

15. keep/continue Angela is so homesick she keeps hoping for a letter from home

16. mind/dislike I don’t mind walking this summer

17. miss Since I moved to the city, I miss walking in the woods

18. notice Have you noticedDanny’s swimming lately?

19. postpone Howard had to postpone leaving for college

20. practice Please practice writing

21. quite Quit chatting and carry on with your work

22. prevent Nothing can prevent John’s swimming the race

23. resent Lisa resent having to work overtime

24. resist She cannot resist buying every pretty dress she sees

25. risk I would not risk missing the buss

26. suggest I suggest having a cup of coffee before we leave

27. stop Jerry’s father stopped stuttering when he relaxed

29. understand I really cannot understand his doing something like that

According to Betty Schrampfer Azar, Gerunds are used as the objects of certain verbs. Betty Schrampfer Azar listed 34 common verbs usually followed by gerunds, they are:30

Table 2.3.

ListofVerbs Frequently Followed by Gerund by Betty Schrampfer Azar 1. admit He admitted stealing the money

2. advise She advised waiting until tomorrow 3. anticipate I anticipate having a good time 4. appreciate I appreciated hearing from them 5. avoid He avoided answering my question 6. complete I finally completed writing my term paper 7. consider I will consider going with you

8. delay He delayed leaving for school

9. deny He denied committing the crime

10. discuss They discussed opening a new business

11. dislike I dislike driving long distance

12. enjoy We enjoy visiting them

13. finish She finished studying about ten

14. forget I’ll never forget visiting napoleon’s tomb

15. can’t help I can’t help worrying about it

16. keep I keep hoping he will come

17. mention She mentioned going to movie

18. mind Would you mind helping me with this?

19. miss I miss being with my family

20. postpone Let’s postpone leaving tomorrow

21. practice The athlete practiced throwing the ball

22. quit He quit trying to solve the problem

23. recall I don’t recall meeting him before

24. recollect I don’t recollect meeting him before

30

25. recommend She recommended seeing the show

26. regret I regret telling him my secret

27. remember I can remember meeting him when I was a child

28. resent I resent her interfering in my business

29. resist I couldn’t resist eating the desert

30. risk She risks losing all of her money

31. stop She stopped going to classes when she got sick

32. suggest She suggested going to a movie

33. tolerate She won’t tolerate cheating during an examination

34. understand I don’t understand his leaving school

d. Gerund as the Complement of a Sentence

Gerund can be used as the complement of a sentence. However, as complement, gerund usually sounds more like normal spoken English. If this sounds confusing, just remembering that 90% of the time, one will use a gerund as the subject or complement of a sentence.

Example:

1) My uncle favorite hobby is reading 2) His job is photographing

3) The last lesson is speaking

Beside the explanation above, there are some words that are followed by gerund. They are go and no. According to Betty Schrampfer Azar the word “go” is followed by gerund in certain idiomatic expression to express, for the most part, recreational activities.31

Example: a.go boating b.go camping c.go fishing

31

According to Michael Swan “no” is often used with an –ing form to say that something is not allowed, or impossible. The structure often occurs alone in notice; it can also follow there is.32

Examples: a. No smoking

b. Sorry, there’s no smoking here.

Betty Schrampfer Azar said that some verbs can be followed by either infinitive or gerund, sometimes with no difference in meaning and sometimes with a different meaning.

a. Verbs + Infinitive or gerund (with no difference in meaning)

- begin - like - hate

- start - love - can’t stand

- continue - prefer - can’t bear

Example:

 It began to rain (verb + infinitive)  It began raining (verb + gerund)

There’s no difference between “began to rain” and “began raining” b. Verbs + Infinitive or gerund (with a difference in meaning)

- Forget - Regret - Remember - Try

Example:

1) Forget + Gerund: forget something that happened in the past. Example: I will never forget seeing the Alps for the first time. Forget + Infinitive: forget to perform responsibility, duty, or task. Example: Sam often forgets to lock the door.

2) Regret + Gerund: regret something that happened in the past. Example: I regret lending him some money. He never paid me back.

Regret + Infinitive: regret to tell, to say, to inform someone of some bad news.

Example: I regret to tell you that you failed the exam.

32

3) Remember + Gerund: remember (recall) something that happened in the past.

Example: I remember seeing the Alps for the first time.

Remember + Infinitive: remember to perform responsibility, duty, or task.

Example: Judy always remember to lock the door.

4) Try + Gerund: experiment with a new or different approach to see if it works.

Example: The room wa hot. I tried opening the window. Try + Infinitive: make an effort

Example: I am trying to learn English.

5.

Errors in Using Gerund

The students usually make errors when they learn gerund as it mentioned in the chapter one. They make errors because of their own language, they are also confused in differentiating infinitive and gerund that is used in the sentence. Betty Schrampfer Azar said that some verbs can be followed by either infinitive or gerund, sometimes with no difference in meaning and sometimes with a difference meaning.33 They are also confused in determining the usages of gerund as object of preposition and gerund as direct object of certain verbs, and they are confused in the difference in using participle and gerund in the sentence.

Sometimes we are still confused in adding –ing to the verb when forming the gerund. If there is more than one consonant, just add –ing, e.g. think + ing = thinking. If there is more than one vowel, just add – ing, e.g. beat – ing = beating. If there is one vowel and one consonant, and the syllable is stressed, double the consonant and add –ing, e.g. hit + t + ing = hitting. If there are one or more consonants and “e”, remove the “e”and add –ing, e.g. take + ing = taking. If the verb ends in “ee”, make no change, e.g. see + ing = seeing. If hte verb ends in “W, X, or Y

33

or in two consonants or in two vowels”, make no change, e.g. say + ing = saying, push + ing = pushing. If the last syllable of a longer verb is stressed, double the consonant before –ing, e.g. forget + t + ing = forgetting.

C.

Previous Related Study

The research about students ability in learning gerund has been done by Ade Laili Akhiliyyah in 2009 under the title “Analysis on the Difficulties Faced by the Students in Learning Gerund at the First Grade of MTs Daarul Amal Bekasi”. She did this research to know not only their mistakes but also their reasons why the students made mistakes. The result of that research is the students were still difficult in determining uses of gerund especially in determining the uses of gerund as object of preposition and gerund as direct object of certain verbs.

A year later, Leti Lisdianty did a reasearch about Gerund in 2010 under the title “Analysis on Students’ Difficulties in Distinguishing Gerund and Present Participle in Sentences at XI Grade Students of SMA PGRI 56 Ciputat, Tangerang”. This research was made by her to know the students’ comprehension about gerund and present participle. In fact, the result of that research she found that there were many students who could not distinguish the Gerund and the Present Participle.

Based on the researches that have been done by Ade Laili Akhiliyyah in 2009 and Leti Lisdianti in 2010. The researcher concludes that some researchers found out that students still have difficulties in differentiating gerund and present participle, in determining the uses of gerund as object of preposition and gerund as direct object of certain verbs. According to the writer’s research, the students also still have lack of knowledge of the rules on adding –ing to the verb when forming gerund. The writer hopes that this research will be useful for the teacher or another researcher who wants to research about students’ error especially in learning and using gerund.

CHAPTER III

RESEARCH METHODOLOGY

A.

Research Design

The writer used qualitative method in this research because he presented the data collected in words rather than numbers. The design of this research is a case study because he only examined a single subject. The writer came to the school in order to get data. The data that were required are the information of English teaching learning activity, the book was used in English teaching learning activity, and the students’ answer sheets on the use of gerund which were given by the researcher.

After getting a data, he analyzed it. The analysis involved presenting data from observation and interview and identifying the error from test. The errors, that have been collected, were analyzed to determine the types of errors and to classify the source of errors. The data were described by following Surface Strategy Taxonomy to explain the way surface structures are altered whether necessary elements are omitted, unnecessary elements are added, elements are misformed or misordered.1 Furthermore, the data will be classified into four categories of source of errors which were adopted from Jack C. Richard.

The analysis on error types were presented in table. Then, to know the frequency of occurrence of each error type the writer used descriptive analysis technique (percentage). Furthermore, to evaluate the error, the writer also used Comparative Taxonomy to measure the effect of those errors in alternation of words; whether it is most serious or less serious.

1

Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p. 150.

B.

Place and Time of Study

The research was held at SMK Taman Ilmu Depok which located on Jl. H. Sulaiman No. 9, Bedahan, Sawangan, Depok, from Friday 30th of November 2012 to Friday 7th of December 2012.

C.

Subject of the Study

The subject of the study is the second grade students of SMK Taman Ilmu Depok that consists of three classes. There were 98 XI grade students who studied at SMK Taman Ilmu Depok which was divided into three classes namely XI Administrasi Perkantoran consisted of 43 students, XI Tata Niaga consists of 36 students, and XI Teknik Otomotif consists of 19 students.

The technique of sampling used by the writer is Simple Random Sampling because the population that the writer observed was homogeny (students of the second year). The sample was taken randomly. From the three classes, he only took 10 students from every class. 10 students from XI Administrasi Perkantoran, 10 students from XI Tata Niaga, and 10 students from XI Teknik Otomotif. So, the total population that he took as sample is 30 students.

D.

Instrument of the Research

To get the data in this research, the writer used three instruments that consisted of English test, observation, and interview to complete the data that were needed for this study.

The test was used to know what the errors faced by the students in learning gerund. The test consists of 32 items. 8 items consist of gerund as subject of a sentence, 8 items consist of gerund as object of preposition, 8 items consist of gerund as direct object of certain verbs, and 8 items consist of gerund as the complement of a sentence. Those items are filling the blanks and completing the sentence.

The observation was used to to observe the teaching learning process that was conducted by the English teacher in the classroom and also to know the book which was used during the classroom activity.

This interview was used to know the difficulties faced by students in learning gerund.

E.

Technique of Data Collecting

In completing the data, the writer used some techniques of data collecting such as:

1. English Test

In this technique, the writer gave the test about gerund that is aimed to know the students’ achievement after learning it and also to know their errors in making or combining the sentences about gerund.

2. Observation

The writer came into the classroom as an observer to see teacher’s method in explaining gerund and to know the book which was used during the classroom activity.

3. Interview

The data of this study was also collected by using interview technique. This technique is used to add the data needed which were not covered by test, such as the causes of students’ errors in learning gerund. Therefore, this interview was also used to convince the researcher about the data gained through other techniques.

F.

Technique of Data Analysis

The writer followed some steps of error analysis which were adopted from Corder.2 Firstly, the writer collected the data by doing observation, doing interviews and giving test to the sample of his study. Furthermore, the data which derived from observation and interviews were used as supporting data

2

Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University Press, 1994), p. 48.

to answer the research questions. Meanwhile, the primary data to answer the research questions, he used data from the test. Secondly, he analyzed the data. Next, he described the errors including classifying them into the types of errors, which were presented it in the tables.

To find out the effectiveness of error analysis of students’ ability in learning gerund, the writer used distribution frequency relative or descriptive analysis technique (percentage) formula. This was adopted from Allan G. Bluman and described in the table percentage. In the table percentage the writer used the formula:

P = Percentage

f = Frequency of each error type n = Sum of the errors3

The next step is, explained the errors. In this step, the writer explained why errors occured by classifying them into the sources (causes) of errors, which he adopted from Jack C. Richard, and then he evaluated the errors. To evaluate it, he used comparative taxonomy to measure the effect of those errors in grammatical structure and writing aspect. Finally, by looking up the result of the analysis, he drew some conclusions.

3

Allan G. Bluman, Elementary Statistics: A Step by Step Approach, 5th edition, (New York: The McGraw-Hill Companies, Inc., 2004), p. 68.

f

P (%) = X 100% n

CHAPTER IV

RESEARCH FINDING

A.

Data Description

1. Result of Test

Gerund is a word derived from a verb and performing the function of both a verb and a noun. A gerund is used in the same ways as a noun, namely as a subject or an object.

The table below is the classification of the uses of gerund into tested areas:

Table 4.1.

Material Display within the English Test Items

No. Tested Area Number of Items

1 Gerund as Subject of a Sentence 1, 5, 9, 13, 17, 21, 25, 29 2 Gerund as Object of Preposition 2, 6, 10, 14, 18, 22, 26, 30 3 Gerund as Direct Object of Certain Verbs 3, 7, 11, 15, 19, 23, 27, 31 4 Gerund as the Complement of a Sentence 4, 8, 12, 16, 20, 24, 28, 32 Adapted from students’ test item Based on the table 4.1. there are four function of gerund, namely gerund as subject of a sentence, gerund as object of preposition, gerund as direct object of certain verbs, and gerund as the complement of a sentence.

The test consists of 32 items which are asking about four function of gerund, they are gerund as subject of a sentence (number items are 1, 5, 9, 13, 17, 21, 25, 29), gerund as object of preposition (number of items are 2, 6, 10, 14, 18, 22, 26, 30), gerund as direct object of certain verbs (number of items are 3, 7, 11, 15, 19, 23, 27, 31), and gerund as the complement of a sentence (number of items are 4, 8, 12, 16, 20, 24, 28, 32).

By analyzing the students’ answer sheet, the writer obtained their score of test result. There are two students who got 21 correct items, and they are

student 10 and student 23. The students who got 18 correct items are student 5 and student 26. Student 17 and student 19 got 16 correct items. And there are also 4 students who got 15 correct items, they are student 9, student 11, student 16, and student 22. Students who got 14 correct items are student 8, student 24, and student 25. Student 7 got 13 correct items. There are two students who got 12 correct items viz. student 13 and student 14. Student 1, student 12, student 20, and student 21 got 11 correct items. Students who got 10 correct items are student 4, student 15, student 18, and student 27. Student 30 got 8 correct items whereas student 3 got 7 correct items. Student 6 and student 29 got 6 correct items meanwhile student 2 got 5 correct items and student 28 got 4 correct items. (See Appendix 1 page 54)

2. Result of Observation

The writer has observed the teacher’s method in teaching gerund and all activities which happened during classroom activity including students’ activity in responding teacher’s performance. This observation was conducted on 30th of November 2012 at 15.40-16.30 p.m.

In delivering the material, the teacher used Grammar Translation Method. Firstly, the students paid more attention in learning this material. But when the teacher gave more explanation about the forms and rules of gerund, the students seemed bored. Some of them were talking to their friends and only a few students were still paying attention to the teacher’s explanation.

During the teaching activity, the class was a bit noisy. Then, when the teacher gave some example of gerund, some students seemed that they still did not pay attention, so when the teacher gave them exercise orally, they could not do it. Furthermore, when the teacher gave written exercise, some students cheated each other.

The writer thought this classroom condition might bring some problems in teaching learning product which could lead students to do some errors in their application of gerund.

3. Result of Interview

The writer interviewed the teacher and students. The teacher was interviewed before giving the test to the students. It was conducted at Friday, 30th of November 2012. The writer asked the teacher about the method that was usually used in the teaching learning activity. The teacher usually used Grammar Translation Method, Contextual Teaching Learning, etc.. Then the writer asked about the English skills that was easy to be understood by the students, the teacher answered that both Language Skills and Language Component was difficult to be understood by the students.

The writer also asked about the gerund which was given to the second year students of SMK Taman Ilmu Depok. This was aimed to know whether this material was easy or difficult for them. According to the teacher, this material was easy to be comprehended, but it depended on how the teacher delivered this material.

Then the writer asked about the errors that were committed by students in learning gerund and asked about the difficult level of gerund which faced by students in learning gerund. According to the teacher, the most difficult material in learning gerund was the change of word ending. The teacher often found that the students made an error in applying this form.

The writer also interviewed the students which conducted after they did the test. The writer only interviewed 15 students from lowest score. It was conducted on Tuesday, 4th of December 2012. The writer asked the students some questions about problem in learning gerund which consisted of thirteen (13) questions. From the students’ interview, the writer found that there are 8 students from 15 students say, “Saya kesulitan dalam hal letak penulisan dan penambahan kata –ing (I get difficulty in positioning its word written and adding –ing form)”. It means that they are still confused how to put and adding the –ing form correctly. There are 2 students state, “Saya sulit membedakan penggunaan gerund dan infinitive (I get difficulty in distinguishing the use on infinitive and gerund)”. From

the statement above, it means that the students are still confused in distinguishing the use of infinitive and gerund. 2 students from 15 students say, “Saya sulit membedakan kegunaan gerund as object of preposition dan gerund as object of certain verbs (I get difficulty in distinguishing the use of gerund as object of preposition and gerund as object of certain verbs)”. Besides, the other student says, “Saya sulit membedakan penggunaan gerund dan participle dan mencari arti kata (I get difficulty in distinguishing the use of gerund and participle and seeking word meaning)”. From this statement, it means that the students are also still confused in distinguishing the use of gerund and participle and looking for word meaning.

B.

Data Analysis

1. Description of Errors

After the writer got the students’ answer sheet, he identified to know the students’ errors. (See Appendix 2 page 55, Appendix 3 page 81, Appendix 4 page 107, and Appendix 5 page 140). Then the writer recapitulated the errors by counting the percentage of types of errors by employing the following formula:

To make it easier to read, the writer presents it in the following table below:

f

P (%) = X 100% n

Table 4.2.

Percentage of Types of Errors

*)

O = Omission; A = Addition; M-S = Misformation. Item

Number

Frequency of Error Total Frequency of Error of Each

Number

Percentage

O*) A*) M-F*)

1 0 0 9 9 1.52%

2 0 4 21 25 4.23%

3 0 4 21 25 4.23%

4 0 5 25 30 5.08%

5 0 6 2 8 1.35%

6 0 0 21 21 3.55%

7 14 0 13 27 4.57%

8 19 0 9 28 4.74%

9 0 0 6 6 1.02%

10 0 4 15 19 3.21%

11 0 0 22 22 3.72%

12 0 0 20 20 3.38%

13 20 0 0 20 3.38%

14 0 1 20 21 3.55%

15 0 2 19 21 3.55%

16 0 0 13 13 2.21%

17 0 0 3 3 0.51%

18 0 5 16 21 3.55%

19 0 0 14 14 2.37%

20 0 0 19 19 3.21%

21 23 0 1 24 4.06%

22 0 0 5 5 0.85%

23 9 0 21 30 5.08%

24 17 0 13 30 5.08%

25 0 0 4 4 0.68%

26 0 2 13 15 2.54%

27 0 6 19 25 4.23%

28 0 0 2 2 0.34%

29 0 0 22 22 3.72%

30 21 0 0 21 3.55%

31 0 0 23 23 3.89%

32 0 5 13 18 3.05%

Sum 123 44 424 591 100.00%

After the writer analyzed some errors, he counted the number of errors by tabulating and calculating the result of errors. He processed the calculation of result of the test by changing the result of errors into percentage and classified it into kinds of uses of gerund.

a.

Gerund as Subject of a Sentence

Table 4.3.

Frequency of Errors in Gerund as Subject of a Sentence No. Item Number Frequency of Errors Percentage

1. 1 9 9.37%

2. 5 8 8.33%

3. 9 6 6.25%

4. 13 20 20.83%

5. 17 4 3.13%

6. 21 24 25%

7. 25 3 4.17%

8. 29 22 22.92%

Sum of Errors 96 100%

Adapted from students’ test item

In the table above, there were 9 students and 9 errors committed in item number 1 with 9.37%, there were 8 students and 8 errors committed in item number 5 with 8.33%, there were 6 students and 6 errors committed in item number 9 with 6.25%, there were 20 students and 20 errors committed in item number 13 with 20.83%, there were 3 students and 3 errors committed in item number 17 with 3.13%, there were 24 students and 24 errors committed in item number 21 with 25%, there were 4 students and 4 errors committed in item number 25 with 4.17%, there were 22 students and 22 errors committed in item number 29 with 22.92%.

182

8. Dari 15 siswa, yang menyatakan cara belajar grammar yang enak dan cepat dimengerti dengan penjelasan secara rinci dari guru terlebih dahulu sebanyak 73,3% atau 11 siswa, dan dengan memahami rumusnya terlebih dahulu sebanyak 6,6% atau 1 siswa, dengan cara melihat kata terlebih dahulu sebanyak 6,6 persen atau 1 siswa, dengan cara berbicara atau berdialog sebnyak 6,6% atau 1 siswa, dan dengan cara belajar santai tetapi fokus pada pelajaran sebanyak 6,6% atau 1 siswa.

9. Dari 15 siswa, yang menyatakan jika sedang mengalami kesulitan dalam belajar bahasa Inggris, mereka melihat kamus dan bertanya sebanyak 80% atau 12 siswa, sedangkan yang menyatakan akan belajar dengan santai dan tenang sebanyak 13,3% atau 2 siswa, dan yang berdiskusi dengan tema sebanyak 6,6% atau 1 siswa.

10.Dari 15 siswa, yang menyatakan kesulitan belajar bahasa Inggris terutama grammar karena menghafalkan kata dan rumus sebanyak 53,3% atau 8 siswa, dan cara penulisan kata sebanyak 20% atau 3 siswa, karena banyak kegiatan sebanyak 13,3% atau 2 siswa, dan karena malas sebanyak 13,3% atau 2 siswa.

11.Dari 15 siswa, yang menyatakan kesulitan dalam membedakan penggunaan gerund dan infinitive sebanyak 13,3% atau 2 siswa, dan yang menyatakan kesulitan dalam membedakan kegunaan gerund as object of preposition dan gerund as object of certain verbs sebanyak 13,3% atau 2 siswa, dan yang kesulitan dalam membedakan gerund dengan participle sebanyak 6,6% atau 1 siswa, sedangkan yang menyatakan kesulitan dalam hal letak penulisan dan tambahan kata –ing sebanyak 53,3% atau 8 siswa, dan yang kesulitan dalam hal mencari arti kata sebanyak 13,3% atau 2 siswa.

12.Dari 15 siswa, yang menyatakan tidak memperhatikan guru ketika menjelaskan sebanyak 40% atau 6 siswa, dan yang menyatakan kesulitan karena penjelasan guru kurang rinci sebanyak 53,3% atau 8 siswa, dan yang menyatakan karena malas sebanyak 6,6% atau 1 siswa.

13.Dari 15 siswa, yang menyatakan mengikuti dan memahami penjelasan guru tentang gerund sebanyak 53,3% atau 8 siswa, sedangkan yang tidak

183

mengikuti dan memahami penjelasan guru tentang gerund sebanyak 46,6% atau 7 siswa.

I

Ciputat, 08 Agustus 2012 Nomor :Istimewa

Lampiran : I (satu)

Hal : Pengajuan Judul Skripsi Yth,

Ketua Jurusan Pendidikan Bahasa Inggris Di

Tempat Ass alamu'slaikum Wr. llrb,

Salam silatunahmi, dan teriring doa semoga bapak selalu sukses dalam menjalankan aktifitas sehari-hari. Mengingat akan berakhirnya masa studi saya di tingkat Strata I (S1), maka saya yang bertanda tangan dibawah ini:

Bermaksud untuk mengajukan judul skripsi mengenai: 'AN ANALY,SIS OI'STUDENTS' DIFFICALTIES IN LEARNING GERUND IN THE SECOND GRADE OF SENIOR HIGH SCHOOL" (Case study of the Secondyear Students of @ang

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Sebagai bahan pertimbangan bagi Bapak, dengan ini saya lampirkan: 1. Outline

2, Abstraksi

3. Daftar Kepustakaan Sementara

Demikianlah judul skripsi ini saya ajukan, dengan harapan semoga Bapak berkenan menyetujui dan sekaligus dapat menentukan Dosen Pembimbingnya. Atas perhatian Bapak, saya ucapkan terima kasih.

Wassalamu'alaikum Wr. Wb.

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Muhammad Chotib Firdaus 1 0 5 0 1 4 0 0 0 3 9 1 Nama

NIM Fakultas Jurusan

Muhammad Chotib Firdaus

105014000391

Ilmu Tarbiyah dan Keguruan Pendidikan Bahasa Inggris

Drs. Nasrun Mahmud. M.Pd. 150.041.070 .,_{I I}

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KEMENTERIAN AGAMA UIN JAKARTA

FITK

Jl. lr. H. Juanda No 95 CiDutat 1 5412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-081

Tgl. Terbit : 1 Maret 2010

No. Revisi: : 01 Hal 1 t 1

SURAT BIMBINGAN

SKRIPSI

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Nomor : Un.0 1/F. 1/KM.01 .31 10012012 Lamp. :

-Hal : Bimbingan Skripsi

Jakarta, 1 0 Septemb er 2012

Kepada Yth.

Drs. Syauki, M.Pd. Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah

Jakarta.

As s alamu' alaikum wr.wb.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I/II (materi/teknis) penulisan skrip si mahasiswa :

Nama NIM Jurusan Semester Judul Skripsi

66An _{Error Analysis of Students' Abilify in Learning Gerund at Second} Grade of Senior High School" (A Case Study ut the Second Year Students of SMK Taman Ilmu Depok)

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 08 Agustus 2012, abstraksi/outline terlampir. Saudara dapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Muhamad Chotib Firdaus I 0 5 0 1 4 0 0 0 3 9 1

Pendidikan Bahasa Inggris XV (Lima Belas)

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Tembusan: l. Dekan FITK 2. Mahasiswa ybs.

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KEMENTERIAN AGAMA UIN JAKARTA

FITK

Jl. lr. H. Juada No 95 CiDutat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082 Tgl. Terbit : 1 Maret 2010 No. Revisi: : 01

H a l 1 t 1

SURAT

PERMOHONAN

IZIN PENELITIAN

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1 ' :

Nomor : Un.01/F.1/KM.01 .31165012012 Lamp. : Outline/Proposal

Hal : Permohonan lzin Penelitian Yth.

Kepala Sekolah SMK Taman llmu Depok d i

Tempat

Assal am u' al ai ku m w r.wb.

Dengan hormat kami sampaikan bahwa,

Jakarta. 13 November 2012

: Muhamad Chotib Firdaus : 1 0 5 0 1 4 0 0 0 3 9 1

: Pendidikan Bahasa Inggris

Semester :XV

Tahun Akademik :200512006

Judul skripsi _{: 66An Error Analysis of students' Abilify in Learning} Gerund at Second Grade of Senior High School" (A Case Study at the Second Year Students of SMK Taman Ilmu Depok)

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud,

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassal am u' al ai ku m wr.wb.

ikan Bahasa Inggris

)

N a m a N I M Jurusan

Tembusan: 1. Dekan FITK

2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan

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Kepada,

Yth. Dekan Fakultas llmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta

d i Jakarta

Assalamu'alaikum _{Wr. Wb.}

Menindaklanjuti _{surat Sdr., No. Un.01lF.1/KM.01 .31165012012 tentang permohonan izin} penelitian, _{maka kami memberikan'izin kepada :}

N a m a N I M Fakultas Jurusan Judul Skripsi

: Muhammad Chotib Firdaus : 1 0 5 0 1 4 0 0 0 3 9 1

: llmu Tarbiyah dan Keguruan : Pendidikan Bahasa Inggris

: An Error Analysis of Students' Ability in Learning Gerund at Second Grade of Senior High School (A Case Study at the Second Year Students of SMK Taman llmu Depok)

Telah melaksanakan penelitian _{di SMK Taman llmu Depok terhitung mulai tanggal 30} November 2012.

Demikian atas perhatian dan kerjasama yang baik, kami ucapkan terima kasih. Wassalamu'alaikum _{Wr. Wb.}