ERROR ANALYSIS ON THE STUDENTS’ MASTERY ON THE USE OF GERUND, TO INFINITIVE AND INFINITIVE WITHOUT TO (A Case Study at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel),

(A Case Study at the Second Grade of SMK MUHAMMADIYAH 1 Ciputat, Tangsel)

By :

WIWI WARDIANTI NIM : 108014000030

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

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ON THE USE OF GERUND, TO INFINITIVE AND INFINITIVE WITHOUT TO (A Case Study at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel), Skripsi, English Education Department, Faculty of Tarbiya and

Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor I : Drs. Nasrun Mahmud, M.Pd. Advisor II :IsmalianingEviyuliwati, M.Hum.

Keyword : Error Analysis, Gerund, To Infinitive, Infinitive without To

The aim of this research is to find out the types of errors made by studentsof SMK Muhammadiyah 1 Ciputat, Tangsel and the causes of students’ errors on the use of gerund, to infinitive and infinitive without to.

In this research, the writer used qualitative method in the form of descriptive analysis percentage. In collecting the data, the researcher usedstudents’ test, questionnaires and interview as the instruments.

The research findings showed that total of students errors is 568 errors that consist of 364 or 35 % in the part of gerund, 147 or 17.50 % in the part of to infinitive and 57 or 47.50 % in the part of infinitive without to.

The errors on gerund consist of three types : omission, misformation and addition. There are 14 errors or 1.30 % of omission, 311 errors or 30 % of misformation, and 39 errors or 3.70 % of addition. Altogether, there were 364 errors or 35 % of gerund errors.However, the errors on to infinitive consist of one type : misformation. There are 147 errors or 17.50 % of misformation. The errors on infinitive without to consist of one type : misformation. There are 57 errors or 47.50 % of misformation.

Moreover, the research findings also revealed that errors on gerund were caused by overgeneralization (39 errors or 3.70 %), ignorance of rule restrictions (160 errors or 15.30 %), and incomplete of application of rules (165 errors or 16 %). Next, errors on to infinitive were caused by ignorance of rule restrictions (45 errors or 5.36 %), and incomplete of application of rules (102 errors or 12.14 %). Finally, errors on infinitive without to were caused by ignorance of rule restrictions (57 errors or 47.50 %).

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Wardianti, Wiwi. 2015. ANALISIS KESALAHAN PEMAHAMAN SISWA DALAM PENGGUNAAN GERUND, TO INFINITIVE DAN INFINITIVE TANPA TO (Studi Kasus Pada Siswa Kelas Dua di SMK Muhammadiyah 1 Ciputat, Tangsel), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing I : Drs. Nasrun Mahmud, M.Pd.

Pembimbing II : Ismalianing Eviyuliwati, M.Hum.

Kata kunci : KesalahanAnalisis, Gerund, To Infinitive, Infinitive tanpa To

Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang dibuat oleh siswa SMK Muhammadiyah 1 Ciputat , Tangsel dan penyebab kesalahan siswa pada penggunaan gerund , to infinitive dan infinitive without to .

Dalam penelitian ini , penulis menggunakan metode kualitatif dalam bentuk persentase analisis deskriptif . Dalam pengumpulan data , peneliti menggunakan siswa tes, kuesioner dan wawancara sebagai instrumen .

Hasil penelitian menunjukkan bahwa total kesalahan siswa adalah 568 kesalahan yang terdiri dari 364 atau 35 % di bagian gerund , 147 atau 17,50 % di bagian to infinitive dan 57 atau 47.50 % di bagian infinitive without to.

Kesalahan pada gerund terdiri dari tiga jenis : omission, misformation dan addition . Ada 14 kesalahan atau 1,30 % dari omission , 311 kesalahan atau 30 % dari misformation , dan 39 kesalahan atau 3,70 % dari addition . Secara keseluruhan , ada 364 kesalahan atau 35 % dari kesalahan gerund . Namun, kesalahan pada to infinitive terdiri dari satu jenis : misformation . Ada 147 kesalahan atau 17,50 % dari misformation . Kesalahan pada infinitive without to terdiri dari satu jenis : misformation . Ada 57 kesalahan atau 47,50 % dari misformation .

Selain itu , temuan penelitian juga mengungkapkan bahwa kesalahan pada gerund disebabkan oleh overgeneralization ( 39 kesalahan atau 3,70 % ) , ignorance of rule restrictions 160 kesalahan atau 15,30 % ) , dan incomplete application of rules ( 165 kesalahan atau 16 % ) . Selanjutnya, kesalahan pada to infinitive disebabkan oleh ignorance of rule restrictions ( 45 kesalahan atau 5,36 % ) , dan incomplete application of rules ( 102 kesalahan atau 12,14 % ) . Akhirnya , kesalahan pada infinitive without to disebabkan oleh ignorance of rule restrictions ( 57 kesalahan atau 47,50 % ) .

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and the One we ask for help. Peace and blessing be upon our Prophet Muhammad SAW, his family, his descendants and his followers.

Alhamdulillah by the their grace of Allah SWT the Highest, the writer could finish her research paper after long hard effort of writing. Thus she would like to express her great gratitude to her beloved parents, Father H. Heri Abdullah and Mother Hj. Djumilah who always pray, support and motivated her in every part of her life especially in doing this study.

The writer would also like to address her gratitude to her advisors Drs. Nasrun Mahmud, M.Pd. and IsmalianingEviyuliwati, M.Hum. for their patient guidance, kindness, valuable advice and corrections during the development of this research.

She would also like to express to her deep appreciation and gratitude to : 1) All lecturers of English Education Department who have taught and

educated her during her study.

2) The chairman Drs. Syauki, M.Pd. and the secretary Zaharil Anasy, M.Hum.

3) Prof. Dr. Ahmad Thib Raya, MA. as the Dean of Tarbiya and Teachers’ Training Faculty.

4) Adi Suryadi, M.Pd. as the Principal of SMK Muhammadiyah 1 Ciputat, Tangsel and the Teachers of SMK Muhammadiyah 1 Ciputat, Tangsel. 5) Her beloved sisters (Lily Zulaeha and Evi Nurrohmah), her beloved

brothers in law (Budi Permana and Imam Wahyudi), her beloved niece (Jasmine Aghnia Ilma) and also her beloved nephews (Rafa Al’Ghifari Putra Wahyudi and Al’Ghifari Putra Permana).

6) Her beloved friends in A Class of EED (2008).

For the last she realized that her research paper is far from being perfect, so she will accept constructive suggestion to make this research paper better.

Jakarta, 26 March 2015

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Page

APPROVEMENT SHEET ... i

ENDORSEMENT SHEET ... ii

ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENT ... vi

LIST OF TABLES ... vii

LIST FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 3

C. Limitation and Formulation of the Problem ... 3

D. Objective and Significance of the Study ... 3

CHAPTER II THEORETICAL FRAMEWORK A. Errors ... 5

1. Definition of Error ... 5

2. Differences Between Error and Mistake ... 6

3. Types of Errors ... 7

4. Sources of Errors ... 10

5. Definition of Error Analysis ... 12

6. Methodology of Error Analysis ... 14

7. Kinds of Verbal in English Grammar ... 16

8. Definition,Forms, Function and Verb Frequently of Gerund ... 17

9. Definition,Forms,Functionand Verb Frequently of To Infinitive ... 22

10.Definition,Forms,Function and Verb Frequently of Infinitive without To ... 30

11.The Errors on the Students’ Mastery on the Use of Gerund, To Infinitive and Infinitive without To ... 29

B. The Relevant Studies ... 30

C. The Conceptual Framework ... 32

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of Research ... 33

B. Method and Research Design ... 33

vii CHAPTER IV RESEARCH FINDINGS

A. Data Description ... 37 B. Discussion ... 51

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... 52 B. Suggestion ... 52

BIBLIOGRAPHY APPENDICES

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Table 4.1 Students’ Score on the Use of Gerund, To Infinitive and

Infinitive without To... 37

Table 4.2 Frequency of Errors in Identifying Gerund ... 40

Table 4.3 Frequency of Errors in Identifying To Infinitive ... 42

Table 4.4 Frequency of Errors in Identifying Infinitive without To ... 44

Table 4.5 Recapitulation of Students’ Types of Error ... 45

Table 4.6 Recapitulation of Students’ Causes of Error ... 47

Table 4.7 Recapitulation of Students’ Types of Error ... 48

Table 4.8 Recapitulation of Students’ Causes of Error ... 50

Table 4.9 Total Error of on the Use of Gerund, To Infinitive and Infinitive without To... 50

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Infinitive and Infinitive without To ... 50 Chart 4.2 Total Percentage of Errors on the Use of Gerund, To

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A. Approvement Sheet ... i

B. Endorsement Sheet ... ii

C. Surat Pernyataan Karya Sendiri ... iii

D. Surat Pengajuan Judul Skripsi ... 60

E. Surat Bimbingan Skripsi ... 61

F. Surat Keterangan Izin Penelitian dari Kampus ... 63

G. Surat Keterangan Selesai Penelitian dari Sekolah ... 64

H. Students’ Test ... 67

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This chapter presents and discusses about introduction which consists of : background of the study, identification of the problem, limitation and formulation of the problem, the objectives and significance of the study.

A. Background of the Study

English is one of foreign languages that taught in Indonesia. Since several years ago, English has become a part of subject which taught in school expects math and science. It learnt started from Elementary School until University. Today, English is not only as a part of subject in education, but it is also as communication language in business, job, government, etc. So, many people in the world try to master it in order to their competence in English learning could be developed well.

For the beginners, learning English is so difficult because they more often use Indonesian language in their daily activities and also there is different characteristics between Indonesian language and English. So, they have to learn many skills and competences of English.

English has different skills and competences from Indonesian language. In learning English, there are four basic skills that should be mastered by the learners, but in the other side they also have to improve linguistics competence, especially : grammar .

Grammar has many important materials which must be studied by the learners, and the materials are gerund, to infinitive, and infinitive without to. The materials became very important in English, because the learners need to be exercised and trained in order to have a good skills and competences in study English. After that, in English, writing skill is also something important for the learners because the success of their study depend on the greater part of their ability about linguistics competence especially, grammar. If their grammar is poor they are very likely to fail in their study or at least they will have difficulty in making progress.

Based on the research, many learners do error on mastered grammar. The error which is faced by the learners at SMK Muhammadiyah 1 Ciputat, Tangsel on the use of gerund, to infinitive and infinitive without to. They

couldn’t distinguish between gerund, to infinitive, and infinitive without to. On the other hand, if they have a good ability in linguistics competences especially, grammar. They will have a better chance to succeed in their study.

In English, to comprehend grammar about gerund, to infinitive, and infinitive without to the learners should be able to use it in making a sentence, because it is easy to gain the comprehension in order to the students are able to use it to the sentence. But sometimes, they do error on the use of gerund,to infinitive and infinitive without to in making a sentence and it is influencing for them to comprehend a grammatical competence with having knowledge in general view of gerund, to infinitive, and infinitive without to. Theoretically, gerund, to infinitive and infinitive without to themselves can build the

students’ interest and motivation before learners making a sentence.

Moreover, the learners can predict what will be discussed on grammar. In line with this study, students may improve their grammar if they know about gerund, to infinitive, and infinitive without to and it is very important to understand about them in order to get good grammar.

Finally, based on the explanation above, the writer is interested in

finding out „Error analysis on the students’ mastery on the use of gerund, to infinitive and infinitive without to at the Second Grade of SMK

Muhammadiyah 1 Ciputat, Tangsel’ and concluded that they consist of many

words should be mastered before the learners making a sentence. It tends to

build the learners’ interest and motivation to making a English sentence well. The study is done at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel. As the writer knows many students still do error on the use of gerund, to infinitive and infinitive without to.

B. Identification of the Problem

In identification of the problem, the writer analyze the students errors on the use of gerund, to infinitive and infinitive without to.

C. Limitation and Formulation of the Problem

To limit the problem it will be discussed in this “Skripsi” the comprise

of : error analysis on the students’ mastery on the use of gerund, to infinitive and infinitive without to.

Based on the background of the problem above, it is address to analyze of types of errors and also causes of errors students’ on the use of gerund, to infinitive, and infinitive without to at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel. The general question of this study is

“What are the students do error on the use of gerund, to infinitive and infinitive without to?”. The main problem is formulated into more specific problems stated as follow :

1. What types of errors do the students have on the use of gerund, to infinitive and infinitive without to?

2. What causes of errors do the students have on the use of gerund, to infinitive, and infinitive without to?

D. Objective the Study and Significance of the Study

As it has been stated in the formulation of the problems, the general

objective of this study is to find out the evidences of students’ error on the use of gerund, to infinitive and infinitive without to at the Second Grade students of SMK Muhammadiyah 1 Ciputat, Tangsel. More specially, the writer aims this study to analyze :

1. To describe the students’ error at the Second Grade students of SMK 1 Muhammadiyah 1 Ciputat, Tangsel.

2. To describe the factors of their error on the use of gerund, to infinitive, and infinitive without to.

The result of this study are expected to provide useful information for three people they are : (1) The learners, (2) English teacher, and (3) Further

researcher. For the learners, is the result of this study will give an improvement and development their knowledge of grammar. For English teacher at SMK Muhammadiyah 1 Ciputat, Tangsel, is to inform the teachers

a new information about some kinds of students’ difficulties in learning

gerund, to infinitive, and infinitive without to and also to improve their quality of teaching English at SMK Muhammadiyah 1 Ciputat, Tangsel. Finally, these findings of this study can be used by other researcher to deliver useful information for other researchers who are interested in English lesson.

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This chapter presents and discusses about the theoretical framework which consists of : aspects of theory of error, gerund, to infinitive, infinitive without to, relevant studies and conceptual framework

A. Errors

1. Definition of Error

The understanding of error based on statement of Edge in Jeremy Harmer’s Book, “Errors are mistakes which they can not correct themselves which therefore need explanation.”1

The clue of error in this understanding is mistake, it means that error is mistake of inter language of the students and the faulty can not be corrected by themselves and need to explain more about an English lesson from the teacher in detail.

In temporary, based on statement of Corder, “Error is part of the systematic study of the learners’ language which is itself necessary to an understanding of the process of second language acquisition”. 2

The clue of error is the learners of English language. It can be seen that error is part of the learners’ language which need to understand in process of second language acquisition.

Furthermore, statement of Crystal, “Error are considered to be systematic, governed by rules and appears because a learners’ knowledge of the rule of the target language is in complete”.3 It means that error refers to the competence a learners’ language in target language. Error can occur because of a lack of knowledge of the students and it can be fixed by themselves except their knowledge increase.

Brown states furthermore that on a rather global level, errors can be

1

Jeremy Harmer. The Practice of English Language Teaching; Fourth Edition (England: Pearson Education Limited 2007), p.137.

2

S.P. Corder. Error Analysis and Interlanguage (Oxford: Oxford University Press 1981), p.1.

3

David Crystal. An Encyclopedic Dictionary of Language and Languages (Sydney: Penguin Books 1992), p. 125.

described as errors of addition, omission, substitution, and ordering, following standard mathematical categories. In English : a “do” auxiliary might be added.

For example : Does can he hinge? (Addition). A definite article omitted.

For example : I went to movie (Omission). An item substituted.

For example : I lost my road (Substitution / Misformation). Or word order confused .

For example : I to the store went -> Misordering.

But such categories are clearly very generalized. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse.

Finally, based on the statement above, the writer could summarized that errors are part of the systematic study of the learners’ language which they can not correct themselves which therefore need explanation.

2. Differences Between Error and Mistake

In English learning process, the students often made errors and mistakes. Both of them discussed among the linguist and the teacher for a long time. There are some definitions from linguist about errors and mistakes. Based on Fisiaks’ statement, “Mistakes are deviations due to performance factor such as memory limitations (mistakes in the sequence of tenses and agreement in long sentences), spelling pronunciations, fatigue, emotional strain, etc. Errors are systematic, consistent deviances characteristic of the learner’s linguistics system at a given stage of learning.” 4

It means that the factors of mistake are memory limitation, spelling pronunciation, fatigue, emotional strain, etc. whereas, error is caused by characteristic of the learner’s linguistic system at a given stage of learning.

4

Jacek Fisiak. Contrastive Lingusitics and the Language Teacher (England: Pergamon Press Ltd 1981), p.224.

Another definition, Hubbard was explained the differences of error and mistake, “Error caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it and unfortunate mistake caused by temporary lapses of memory, confusion, slip of the tongue and so on”.5

The causes of error and mistake have different of definition. Error is caused by lack of knowledge and mistake is caused by temporary lapses of memory.

Based on the opinion above, the writer sum up that errors are systematic consistent deviances characteristic of the learner’s linguistic caused by lack of knowledge about the target language and mistake are deviations due to performance factor such as temporary lapses of memory, confusion, slip of the tongue and so on.

3. Types of Error

This taxonomy concentrates on the ways in which surface structures are altered. Using this taxonomy Dulay et al. divided errors into the following categories : (1) omission, (2) additions, (3) misformation, and (4) misordering. Omission is typical for the early stages of L2 acquisition, whereas in the intermediate stages misformation, misordering, or overuse are much more common.

a. Omission means that an item which must be present in a well-formed utterance is absent. There is an evidence that grammatical morphemes (noun and verb inflections, articles, prepositions) are omitted more often

b. Additions are the second category of Surface strategy taxonomy and also the opposite of omission. The presence of an extra item which mustn't be present in a well formed utterance is characteristic for additions Dulay divided them into three categories: (a) double markings, as in *Did you went there?,(b) regularization, e.g.* sheeps, *cutted, and (c) simple addition, which contains the rest of additions.

5

Petter Hubbard. A Training Course for TEFL (Oxford: Oxford University Press 1983), p.134.

c. Misformation refers to “the use of the wrong form of the morpheme or structure”. There are three types as well: (a) In regularizations an irregular marker is replaced by a regular one, as in *sheeps for sheep. (b) Archi-forms refer to the use of one member of a class of forms instead of using all the members, e.g. using this in the situations when either this or these should be used. (c) Alternating forms are represented by “free alternation of various members of a class with each other”, as in *those dog and this cat used by the same learner. The following examples of misformation are taken from my own data collection:

Do all the *childs go through all the stages? (GR) regularization I have *take one packet of *tissue. (FR) archi-form and omission d. We talk about misordering when we come across an utterance where a

morpheme or a group of them is incorrectly placed, as in *I get up at 6 o'clock always, where always is misordered.6

And based on Richard, he was divided types of errors into three types : a. Omission

Omission error could be happened when the students or the learners omitted a necessary element of a word.

For example :

Swim – Swiming (F) –Swimming (T) b. Addition

Addition could be happened when the students or the learners presented an unnecessary element to the sentence.

For example :

Leave – Leaveing (F) –Leaving (T) Write – Writeing (F) –Writing (T) Live – Liveing (F) – Living (T) Smoke – Smokeing (F) – Smoking (T)

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is.muni.cz/th/180075/ff_b/Thesis_2nd_draft.doc Dulay, Heidi C., Burt, Marina K., and Krashen, Stephen D., Language Two, (New York: Oxford University Press, 1982) , p. .

c. Misformation

Misformation could be happened when the students or the learners chose the wrong form of structure of morpheme and word.

For example :

Learn – Learning (F) – To Learn (T) Catch – To Catch (F) – Catching (T)

Bring – To Bring (F) –Bringing (F) – Bring (T)7

In his book, Azar was classified error in grammar into fourteen parts, it consists of :

a. Singular – Plural

Internet has some advantage (F) Internet has some advantages (T)

b. Word Form

Poison is very danger (F) Poison is very dangerous (T)

c. Word Choice

He puts the credit card to wallet (F) He puts the credit card on wallet (T)

d. Verb Tense

He buys the novel yesterday (F) He bought the novel yesterday (T)

e. Add word

I want write an article (F) I want to write an letter (T)

f. Omit a Word

He sent to the letter (F) He sent the letter (T)

g. Word Order

I will go after my study finish (F) I will go after finishing my study (T)

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Jack C. Richards, Error Analysis : Perspective on Second Language Acquisition, (England : Longman Group Ltd, 1974), p.172-174

h. Incomplete Sentence

I am sleepy. Because I didn’t sleep this night (F) I am sleepy because I didn’t sleep this night (T)

i. Spelling

A cigarette is very dangeros for our health (F) A cigarette is very dangerous for our health (T)

j. Punctuation

What did she tell (F) What did she tell? (T)

k. Capitalization

I am writing a letter (F) I am writing a letter (T)

l. Article

I like a apple (F) I like an apple (T)

m. Meaning Not Clear

She told about her live (F) She told about her life (T)

n. Run On Sentence

He is writing an article, we didn’t want to disturb him (F) He is writing an article. We didn’t want to disturb him (T)

Based on statement above, the writer was focused on Richards’ statement. The writer was used these points to analyze students’ error.

4. Sources of Error

The students often do error in their writing. It is caused by some sources. Brown gives an explanation of the sources of error more details in his book.

It consists of :

a. Interlingual Transfer

In early stages, the native language is the only previous linguistic system that the learner can draw upon; thus the inference is inevitable.

Error is the result from the native language. The native language interferes the target language in second language learning. Fluent knowledge of a learner’s native language can be the aids to teacher in detecting and analyzing errors. For example : the learners say Sheep for Ship or The book of Andrew for Andrew’s book.

b. Intralingual Transfer

Once a learner has acquired parts of the new system, more and more intralingual transfer-generalization within L2---would occur.

Error is caused by failing of understanding the rules of target language and the error appears because of the students “lack of knowledge in target language”.

For example : Do Christine can sing? Instead of Does Christine can sing? or Diana cook every day instead of Diana cooks every day”.

c. Context of Learning

Richards called “false concepts” and Stenson called “induced errors”, including : a) misleading explanation from the teacher, b) faulty presentation of a structure in a textbook, c) improperly contextualized pattern, d) confused vocabulary items because of contiguous presentation, e) inappropriately formals form of language---bookish language.

Context refers the classroom which involves teacher, students, materials, text book and teaching activities. The students often do errors because of missleading explanation from the teacher, faulty presentation of structure or word in textbook or even because of a pattern that was rotely memorized in a drill but improperly contextualized.

For example :

Omission of A : She was good girl

A used instead of The : A sun becomes red8

And the other side, based on Richards’ statement about three types of errors, so he was explained and divided cause or source of errors in learning English into three causes or sources of errors :

a. Overgeneralization

Overgeneralization generally involves the creation of on deviant structure in place of two regular structures.

It is the use of previously learned rules in new situation. For example :

Live – Liveing (F) –Living (T)

b. Ignorance of Rule Restriction

Ignorance of Rule Restrictions closely related to generalization of deviant structure is failure to observe the restrictions of existing structures that is the application rules to context where the do not apply.

For example :

Catch – To Catch (F) – Catching (T)

c. Incomplete Application of Rule

Incomplete application of rules covers students or learners failure to apply rule completely.

For example :

Swim – Swiming (F) – Swimming (T)9

From the statement above, the writer was used Richards’ explanation as reference and guidance in analyzing learners’ error.

5. Definition of Error Analysis

Errors in foreign language teaching especially in English are the cases which are difficult enough to avoid. Many aspects that can cause the learners of English as a foreign language make errors. these aspects are interference, overgeneralization, markers of transitional competence,

8

http://puslit.petra.ac.id/journals/letters/

9

strategies of communication and assimilation and teacher-induced errors. as teacher of English as a foreign language, we should improve the way we teach to reduce the errors which are always made by the learners.

Further, it is necessary to state that although errors are bad things in learning English as a foreign language, error analysis is advantageous for both learners and teachers. For learners, error analysis is needed to show them in what aspect in grammar which is difficult for them, whereas for teachers, it is required to evaluated themselves weather they are successful or not in teaching. Thus, error analysis should be neglected in foreign language teaching.

Richards stated that error analysis is the study of errors made by the second and foreign language learners.

Another concept of error analysis is given by Brown. He 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.

It seems this concept is the same as the one proposed by Crystal error analysis is a technique for identifying, classifying and systemically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.

In learning process of foreign language, students use English as a language in their daily activity of communication. Most of students are often difficult to understand or comprehend and always do many errors in using English.

According to Brown, “The fact that the learners do make error and that these error can be observed, analyzed and classified to reveal something of the system operating within the learner, led to a surge of the study of learners’ errors, called error analysis.” 10

10

Douglas Brown, Principles of Language Learning and Teaching. (New York: Addision Wesley Longman Inc, 2000). p.218

It means that error analysis made by the students and that these errors can be observed, analyzed and classified to reveal the system operating within the learner in order to students are easy of the study of learners’ errors.

Furthermore, based on Corders’ statement, “Error analysis is its function in guiding the remedial action we must take to correct an unsatisfactory state of affairs for learner or teacher.”11

It can be seen that the function of error analysis is for investigating in the specification and planning of remedial action to correct an unsatisfactory state of affairs for learner or teacher.

James explains , “Error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language”12

it means that error analysis is a process of discovering the fact of something happens and causes of unsuccessful language.

Based on the definition above, the writer could see that error analysis is a process of the remedial action which includes to observed, analyze and classify students’ error from the incidence, nature, causes of unsuccessful language.

6. Methodology of Error Analysis

The methodologies of error analysis is steps which used by the writer to conduct the research successful. In his book, Fisiak gives the steps of methodology of error analysis, they are :

a. Collection of data b. Identification of errors

c. Classification into error types

d. Statements of relative frequency of error types

e. Identification of the areas of difficulty in the target language f. Therapy 13

11

S.P. Corder. Op. Cit, p.67

12

Carl James. Error in Language Learning and Use (England: Addision Wesley Longman Limited 1998), p.1

13

The methodology of error analysis are also explained by Corder, a. Collection of a sample of learner language

b. Identification

c. Description of errors d. Explanation of errors e. Error evaluation14

According to linguist Corder,the following are the steps in any typical EA research:

a. collecting samples of learner language b. identifying the errors

c. describing the errors d. explaining the errors

e. evaluating/correcting the errors

Collection of errors: the nature and quantity of errors is likely to vary depending on whether the data consist of natural, spontaneous language use or careful, elicited language use.

Corder distinguished two kinds of elicitation : clinical and experimental elicitation. clinical elicitation involves getting the informant to produce data of any sort, for example by means of general interview or writing a composition. experimental elicitation involves the use of special instrument to elicit data containing the linguistic features such as a series of pictures which had been designed to elicit specific features.

Based on the points above, the writer is going to follow Corder’s book for methodology of error analysis, it consists of :

a. Collection of a sample of learner language b. Identification

c. Description of errors d. Explanation of errors e. Error evaluation

14

Rod Ellis and Garry Barkhuizen. Analysing Learner Language (Oxford: Oxford University 2005), p.57

7. Kinds of Verbal in English Grammar

George E. Wishon and Julia M. Burks said that there are three kinds of verbal :

a. Gerund

Gerund is word formed from a verb, used as a noun and ending in “– ing”.

For example :

1) Rafa enjoys fishing in the lake. 2) Amanda hobby is singing a pop song. 3) Jasmine and I enjoy this travelling. b. To infinitive

Infinitive is verbal consisting of the word to plus a verb and functioning as a noun, adjective, or adverb. The term verbal indicates that an infinitive, like the other two kinds of verbal, is based on a verb and therefore expresses action or a stage of being. However, the infinitive may function as a subject, direct object, subject complement, adjective, or adverb in sentence.

For example :

1) Aghif likes to play a guitar. 2) I hope to see you soon.

3) Bunga wants him to learn how to dive. 15

c. Infinitive without to

Infinitive without to is verbal consisting of the word to plus a verb and functioning as verbs of causing, verbs of sense, nouns, and object pronouns are used with the simple verb only, without to.

For example :

1) Putri had me wash the dishes. 2) Please let me study here.

3) Sari helped me pass the math examination.16

15 _{George E. Wilshon and Julia M. Burks, Let’s Write En}

glish (New York: Litton Educational Publishing International, 1980), p. 259

16_{George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, (London,}

8. The Definition, Forms, Functions and Verb Frequently of Gerund a. The Definition of Gerund

Gerund is a present participle that function as a noun and therefore names an action or state of being. 17

Gerund is traditionally understood as a word derived from a verb base which functions as or like a noun. 18

Gerund is verb forms that may be used in place of a noun or pronoun.19

b. Forms of Gerund

The gerund is an -ing form. It can be simple or perfect, active or passive:

Active Passive

Simple gerund writing being written

Perfect gerund having written having been written Note the changes in spelling when forming the simple gerund: read » reading

study » studying grow » growing relax » relaxing answer » answering

write » writing; argue » arguing (a final -e is omitted) agree » agreeing (a final -ee does not change)

lie » lying (a final -ie changes to -y-)

put » putting; regret » regretting; readmit » readmitting (we double the final consonant if the verb ends with consonant-vowel-consonant, with the exception of w, x and y and only has one syllable or has the stress on the last syllable)

In the negative, not usually comes before the gerund:

17

Vincent F. Hopper,et all, Essentials of English (New York: Barrons Educational Series, 2000), p. 28

18

Hellen Hoyt Schmidt, Advanced English Grammar (USA: Prentice-Hall Regents, 1995), p. 302

19

Patricia K. Werner, John P. Nelson, Keesia Hyzer, Mary Mitchell Church, Interaction 2 Grammar 4th Edition (New York: McGraw-Hill/Contemporary, 2002), p. 321

There is no point in applying for the grant. There is no point in not applying for the grant.

In some cases, the verb in the main clause is negative, not the gerund: I like getting up early.

I don't like getting up early.

As the gerund has no tense, it does not in itself indicate the time of the action that it refers to. However, it can show whether this time is the same as or earlier than the time of the verb in the main clause.

Simple gerund

The simple gerund can refer to the same time as that of the verb in the main clause:

I hate arguing with you. (arguing refers to the same time as hate: I hate when we argue.)

Tom suggested going back to our tents. (going refers to the same time as suggested: Tom suggested that we should go back to our tents.) The simple gerund can also refer to a time before that of the verb in the main clause:

I don't remember saying anything like that. (saying refers to a time before don't remember: I don't remember that I said anything like that.) She regretted not studying harder when she was at school. (not studying refers to a time before regretted: She regretted that she hadn't studied harder when he was at school.)

Perfect gerund

The perfect gerund refers to a time before that of the verb in the main clause. However, it is only used if the time of the action expressed by the gerund is not obvious from the context:

He denied being married. (the simple gerund being refers to the same time as denied: He denied that he was married.)

He denied having been married. (the perfect gerund having been refers to a time before denied: He denied that he had been married.)

If it is clear that an earlier time is meant, we use the simple gerund: He denied stealing the car. (He denied that he had stolen the car.)

Passive gerunds

Passive forms are also possible:

I hate being lied to. (passive simple gerund: I hate it when people lie to me.)

He complained of having been unjustly accused. (passive perfect gerund: He complained that they had unjustly accused him.)20

c. The Functions of Gerund

1) As Object of Prepositions List of Words :

- Be afraid of - Be excited about - Be interested - Be good at (in) - Be (get) tired of - Etc

2) As Object of Verbs List of Words : - Admit - Appreciate - Avoid - Be worth - Can’t help - Etc 3) As Subject

List of Words :

- Gerund without a subject : singing - Possessive as subject : her singing - The gerund of : the singing of 4) As Direct Objects

List of Words :

20

- Gerund + object : arranging music

- The + gerund + of + subject : the arranging of music 5) Gerund as Subject

Example : Reporting the news is the job of television, radio, magazines and newspaper.

Notes : gerunds may replace nouns or pronouns as subjects, objects or complements.

6) Gerund as Object of a Preposition

Example : Most newspapers are interested in reporting the news accurately.

7) Gerund as Object of a Verb

Example : Reggie enjoys working for the evening paper.

Notes : in conversational English, nouns or object pronouns are sometimes used with gerunds instead possessives.

8) Gerund as Complement

Example : His job is researching stories.

Notes : in conversational English, nouns or object pronouns are sometimes used with gerunds instead possessives.

9) Gerund as Negative Gerund

Example : Many people complain about not getting accurate news. Notes : not is used before the gerund to form the negative.

10)Gerund as Possessive with a Gerund

Example : Reggie’s (His) reporting is normally very accurate. Notes : formal : I don’t like John’s (his) saying that. Conversational : I don’t like John (him) saying that. 21

d. Verb Frequently of Gerund

Acknowledge She acknowledgedreceiving assistance.

* accuse of He was accused ofsmuggling contraband goods. Admit They admittedfalsifying the data.

21

Advise The author advisesundertaking further study. Anticipate He anticipateshaving trouble with his supervisor. Appreciate I appreciatedhaving a chance to read your draft. Avoid He avoidedanswering my question.

Complete I finally completedwriting my thesis. Consider They will considergranting you money. Defer She deferredwriting her report.

Delay We delayed reporting the results until we were sure.

Deny They deniedcopying the information.

Discuss They discussedrunning the experiments again. Entail This review procedure entailsrepeating the test. * look after He will look aftermailing the tickets.

* insist on He insisted onproofreading the article again. Involve This procedure involves testing each sample

twice.

Justify My results justifytaking drastic action. Mention The author mentionsseeing this event.

* plan on They had planned onattending the conference. Postpone The committee has postponedwriting the report. Recall I cannot recallgetting those results before.

Resent He resented spending so much time on the project.

Recommend She recommendsreading Marx.

Resist The writer resistsgiving any easy answers. Risk She riskslosing her viewing time.

Sanction They will not sanction copying without permission.

* take care of He will take care ofsending it to you. Tolerate She can't toleratewaiting for results.

Notes : where a verb form is used after a preposition, it must be the gerund form.

9. The Definition, Forms, Functions and Verb Frequently of To Infinitive

a. Definition of To Infinitive

Infinitive is a verbal which may be used in a variety of ways. 22

Infinitive is verb forms that may be used in place of a noun or pronoun.23

b. Forms of Infinitive

An infinitive can be a to-infinitive or a bare infinitive (without to). There is no difference in meaning between them; some structures require a to-infinitive, while others call for a bare infinitive:

I ought to call them. (to-infinitive) I had better call them. (bare infinitive)

In the negative, not usually comes before the infinitive: I ought not to call them.

I had better not call them.

In some cases, the verb in the main clause is negative, not the infinitive:

I want to call them. I don't want to call them.

As the infinitive has no tense, it does not in itself indicate the time of the action that it refers to. However, it can have aspect, which shows the temporal relationship between the action expressed by the infinitive and the time of the preceding verb. There are four types of infinitive, each of which has an active and passive form:

22

Alice Hyde Hupp, The Mechanics of the Sentence (USA: American Book Company, 1955), p. 215

23

Active Passive

Simple infinitive (to) write (to) be written

Continuous infinitive (to) be writing (to) be being written

Perfect infinitive (to) have written (to) have been

written

Perfect continuous

infinitive (to) have been writing

(to) have been being written

Simple infinitive

The simple infinitive refers to the same time as that of the preceding verb:

I was glad to see her. He must be very happy.

I'll arrange a meeting with the manager. My son's football coach is said to be very strict. Continuous infinitive

The continuous infinitive refers to the same time as that of the

preceding verb and expresses an action in progress or happening over a period of time:

I'm glad to be sitting here. You must be joking.

This time next week, I'll be lying on the beach in Croatia. Vincent was reported to be staying in Paris at that time. Perfect infinitive

The perfect infinitive refers to a time before that of the preceding verb:

I'm glad to have studied at that school. They must have forgotten about the deadline.

By next week, they'll have finished painting the rooms. Lucy was assumed to have left the day before.

Perfect continuous infinitive

The perfect continuous infinitive refers to a time before that of the preceding verb and expresses an action in progress or happening over a period of time:

I'm glad to have been living in Barcelona for the last ten years. He must have been waiting for ages.

Soon, he'll have been running for four hours.

The organisers were thought to have been preparing for days. Passive infinitives

Passive forms are also possible:

Your composition has to be typed. (passive simple infinitive)

The spy's phone was believed to be being tapped. (passive continuous infinitive, rarely used)

This sonnet must have been written by Shakespeare. (passive perfect infinitive)

The picture is believed to have been being painted for years. (passive perfect continuous infinitive, rarely used) 24

c. Function of To Infinitive 1) As Objects

List of Verbs : - Agree - Appear - Be - Be about - Be supposed - Etc

2) As Subject 3) As Complement

Etc. 25

24

http://www.grammaring.com/the-forms-of-the-infinitive

25

Patricia K. Werner and John P. Nelson, Mosaic 2 Grammar 4th Edition (New York: Mc. Graw Hill, 2002), p. 281-288

4) To Infinitive as Subject

Example : to make a good movie is not easy.

Notes : infinitive may replace noun as objects of verbs and as subjects.

5) To Infinitive as with It

Example : It is difficult to make a good movie.

Notes : infinitives often follow the anticipatory it as the subject of a sentence.

6) To Infinitive as Object of a Verb

Example : I have always wanted to learn more about films. 7) Infinitive as Infinitive of Purpose

Example : I am taking classes (in order) to learn more about filmmaking. To begin, I have enrolled in three classes.

Notes : infinitives can be used to show the purpose of an action. In these cases, in order is sometimes used before the infinitive.

8) Infinitive as Negative Infinitive

Example :On the most important things is not to shake the camera. Notes : not is used before the infinitive to form the negative. 9) Infinitive as For +Noun or Pronoun

Example :It is difficult for me to hold the camera steady.

Notes : for + a noun or object pronoun is often used with an infinitive.26

d. Verb Frequently of To Infinitive

Afford We cannot affordto hesitate. Agree The professors agreedto disagree.

Appear The results appearto support your theory. Arrange They had arrangedto meet at noon. Beg I begto differ with you.

Care Would you careto respond?

26

Claim She claimsto have new data. Consent Will you consentto run for office? Decide When did he decideto withdraw? Demand I demandto see the results of the survey. Deserve She deservesto have a fair hearing.

Expect The committee expectsto decide by tomorrow. Fail The trial failedto confirm his hypothesis. Hesitate I hesitateto try the experiment again. Hope What do you hopeto accomplish?

Learn We have learnedto proceed with caution. Manage How did she manageto find the solution? Neglect The author neglectedto provide an index. Need Do we needto find new subjects?

Offer We could offerto change the time of the meeting. Plan They had plannedto attend the conference. Prepare He was not preparedto give a lecture. Pretend I do not pretendto know the answer.

Promise They promiseto demonstrate the new equipment. Refuse She refusedto cooperate any longer.

Seem Something seemsto be wrong with your design. Struggle We struggledto understand her point of view. Swear He swearsto tell the truth.

Threaten The team threatenedto stop their research. Volunteer Will you volunteerto lead the group? Wait We could not waitto hear the outcome. Want She did not wantto go first.

Wish Do you wishto participate? 27

27

10.The Definition, Forms, Functions and Verb Frequently of Infinitive without To

a. Definition of Infinitive without to (Bare Infinitive)

Infinitive without to is verbal consisting of the word to plus a verb and functioning as verbs of causing, verbs of sense, nouns, and object pronouns are used with the simple verb only, without to. 28

b. Forms of Infinitive without to (Bare Infinitive) c. Function of Infinitive without To

1) Infinitive without to

As verbs of causing, verbs of sense, nouns, and object pronouns are used with the simple verb only, without to. 29

The infinitive without the marker to (bare-infinitive) is used after the auxiliaries shall, should, will, would, may, might, do, did, can, could, must, need and dare.

I shall invite them. We must go now. He can speak English. You need not go.

He dare not refuse. Notes

When dare and need are used as principal verbs, they are followed by the to-infinitive.

a) Did he dare to do that?

b) We will need two weeks to complete the work.

2) The infinitive is used without to after some principal verbs like bid, watch, see, let, make, help and hear.

a) I bade him come. (NOT I bade him to come.) b) Let him go. (NOT Let him to go.)

c) We heard her sing. (NOT We heard her to sing.)

28

George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, (London, Longman Group UK Limited, 1992), p. 275

29

d) I watched them play. (NOT I watched them to play.) 3) After rather, better and had better

The infinitive is used without to after rather, better and had better. a) You had rather visit him.

b) I would rather wait.

c) You had better consult a doctor.

4) After some prepositions like except, but, save and than

a) She can do everything but cook.

b) She did nothing except cry.30

d. Verb Frequently of Infinitive without To after auxiliaries/modals

Can He can run very fast.

Could As a boy he could run very fast. May I may fly to Africa this summer. Might I might fly to Africa this summer. Must I must go now.

mustn't You mustn't smoke here. needn't You needn't go.

Shall We shall sing a song. Should We should sing a song.

Will She will cook a meal for his birthday. Would She would cook a meal for his birthday.

After to do

Do I don't know.

After the following expressions:

had better You had better clean up your room.

would rather Susan would rather study for her exam tomorrow. would sooner I would sooner read a book than watch this film. why not Why not ask your neighbour for help?

30

why should we Why should we go by car? why should we not Why should we not go by car?

After verbs of perception + object (action has finished):

Feel She feels the rain fall on her face. Hear I heard Peter sing a song.

Notice Mandy noticed the boy climb the tree. See They saw him climb up the roof. Watch He watched the thieves steal a car.

After let + object:

Let

Sandy let her child go out alone.

Mother let her daughter decide on her own. let's Let's go for a walk through the park.

After make + object:

Make She made Peggy and Samantha clean the room.31

11.The Errors on the Use of Gerund, To Infinitive, and Infinitive without To

Same as in the chapte r one, the writer find the students’ errors when they learn grammar especially, gerund, to infinitive, and infinitive without to. They do the errors because they have different language and also they couldn’t distinguish between usage of gerund, to infinitive, and infinitive without to in making a sentence. This is supported by Betty Schrampfer Azar statement who said that some verbs can be followed by either gerunds, (to) infinitives, or infinitives (without to), sometimes with no difference in meaning and sometimes with a difference meaning. It is may be that become the errors for the students mastery on the use gerund, to infinitive, and infinitive without to.32

31

http://www.englisch-hilfen.de/en/grammar/infinitive_without_to.htm

32

Betty Schrampfer Azar, Understanding and Using English Grammar. (New York: Longman, 1999), p. 157.

B. The Relevant Studies

For this skripsi the writer put the relevant study that related to the title “Error Analysis on the Use of Gerund, To Infinitive and Infinitive without To at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel”, and the relevant research that used by the writer is “Skripsi” from Mansur with the title “Error Analysis on Student’s Grammar Mastery at SMP Muhammadiyah 17”, Fitri Indriyani with the title “Error Analysis on English Tenses Found in the Students’ Writing at SMA Dharma Karya UT”, Leti Lisdianty with the title “ Analysis on Students’ Difficulties in Distinguish Gerund and Present Participle at SMA PGRI 56 Ciputat” and Ade Laili Akhiliyyah with the title “Analysis on The Difficulties Faced by The Students in Learning Gerund at the First Grade of MTs Darul Amal Bekasi”, Insanul Kamelia with the title “An Analysis on The Students’ Errors in Distinguishing Gerund and Present Participle at the Second Grade Students of SMA Muhammadiyah Cipondoh” and Muhammad Chotib Firdaus with the title “An Error Analysis of Students Ability in Using Gerund at Second Grade of SMK Taman Ilmu Depok”.

From his research, Mansur can be describe that the errors in overgeneralization area are the most frequent errors in which the students committed 115 errors or 62 %, it is followed by errors in omission there are 19 errors or 10.21 %, in addition there are 34 errors or 18.1 % and in over generalization there are 18 % errors or 9.7 %. Therefore there are no errors in double marking and misordering or 0 %.

From her research , Fitri Indriyani showed that the highest frequency of errors in present perfect tense. The average of error percentage is 60.55 % of students made error in this type of tenses. Most students made error in these items because they did not understand the function of has and have. They can not distinguish the use of has and have in the sentence. 37 students made error 68.51 % and beside that 40 students made error 74.07 % in using verb past participle.

Then, the second level is 33 students made error 61.11 % in using was and were and distinguish it in the sentence of simple past tense, and 27 made error 50 % in using verb past correctly.

Finally, the lowest frequency of error is in simple present tense. Percentage of error from these is 39.25 %. The students still confused of subject verb agreement. And the highest error made by 30 students is 55.55 % the error made by students in distinguish between singular and plural verb in simple present tense.

From her research, Leti Lisdianty could be concluded that 20.14 % of XI Grade of SMA PGRI 56 Ciputat, found the difficulties in distinguishing gerund and 34.22 % of XI Grade of SMA PGRI 56 Ciputat , found the difficulties in distinguishing present participle.

From her research, Ade Laili Akhiliyyah showed the test consist of 10 complete the sentences and 10 multiple choices and each number of gerund is put in random. From the result of analysis , the highest percentage of difficulties is in using gerund as object of certain verbs is 39 % and the lowest percentage of difficulties is in using gerund as subject of a sentence is 33 % and all of them caused by external and internal factors.

From her research, Insanul Kamelia showed the frequency of the errors occurs in the students in distinguishing gerund and present participle from 1350 sentences collected from 45 students it is found 376 errors : selection errors 73.41% and addition errors 26.59 %. It is clearly shown from the types of error explained that the most common errors committed by the students is selection which reaches 73.41%.

From his research, M. Chotib Firdaus showed that there were 96 errors or 16.25 % students made errors in using gerund as subject, 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 complement. The writer also classified the types of errors made by the students, from 591 errors, 424 of them are misinformation. This types of errors contributed 71.74 % to whole scores. Next type is omission, the total of its errors is 123 or 20.18%. The last type is addition, only 44 or 7.45% errors in this type.

C. Conceptual Framework

Formal learning is learning that takes place within a teacher-students relationship, sucfh as in a school system. In formal learning proccess, there are many aspects influence learners as facility, method, etc. Facility and method influenced the students get success or failed. If their school uses a good facility and also method so the students will be success in learning English at school.

When the students faced some difficulties in learning English because there are many forms, usages or functions and also list of verb that must be learnt, especially grammar. If school want to their students have better knowledge about grammar especially gerund, to infinitive and infinitive without to, so school must give a good facility as language lab, library and also for teacher must have a good method in teaching the students in order their goals can be achieve.

The study recomended some kinds of forms, usages or functions and also verb frequently can be applied in learning English. They are gerund, to infinitive and infinitive without to. Study about it can improving students’ mastery on the use of gerund, to infinitive and infinitive without to in learning proccess about grammar comprehension. That make students interest and motivate to improve their knowledge and also skill because they want to get a good score and a success. And finally, they are learning grammar especially gerund, to infinitive and infinitive without to by using a good facility and method in learning proccess.

33

This chapter presents about research methodology of this study which consists of : place and time of the research, method and research design, population and sample of research, technique of data collecting, instrument of the research and technique of data analysis.

A. Place and Time of the Research

The writer did her research at the second grade of students of SMK Muhammadiyah 1 Ciputat, Tangsel that is located at Jl. KH. Dewantara No. 38 Ciputat, Tangsel. SMK Muhammadiyah 1 Ciputat, Tangsel has twelve classes, four classes for first grade, four classes for second grade and four classes for third grade.

The research and the report was carried on March until finish. It was begun by on Tuesday 25 of March until on Friday 04 of April and the later on Tuesday 08 of April and on Friday 11 of April she gave test about gerund, to infinitive, and infinitive without to, interview and also gave questionnaires for them and report it was begun on October until December.

B. Method and Research Design

In this study the writer was used qualitative research method, in which the writer describes the errors made by the students of Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel and the causes of why the students make errors in their test of Gerund, To Infinitive and Infinitive without To.

The design of this study is descriptive-evaluation in a form of qualitative research about an error analysis on the students’ mastery on the use of gerund, to infinitive and infinitive without to at the second grade of SMK Muhammadiyah 1 Ciputat, Tangsel.

This study tries to evaluate objectively about teaching grammar especially gerund, to infinitive, and infinitive without to that called a qualitative research because the writer uses numerical data which is analyzed statistically.

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KEMENTERIAN AGAMA

UIN

JAKARTA

FtTK

Jl. lr. H. Juatda No 95 Ciputat 15412 tndone:ia

FoRM

(FR)

No. Dokumen

:

FITK-FR-AKD-081

Tgl.

Terbit :

1 Maret 2010

No.

Revisi: :

01

Hal 1t1

SURAT BIMBINGAN SKRIPSI

Nomor : Un.0lE.

l/I(M

.Ot 3 l.Lq.S/ZOt4

Lamp.

:-Hal

: Bimbingan Skripsi

Kepada Yth.

/or".Nasrun

_{Mahmud, M.Pd}

Ismalianing Eviyuliwati, M.Hum.

Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah

Jakarta.

Jafart4

04

Maret}Al,4

Nama

NIM

Jurusan Semester

Judul Skripsi

Assalamu'alaikumwr.wb.

_\

Dengan

ini

diharapkan kesediaan Saudara

untuk

menjadi

pemUimUingf

rll

(materi/teknis) penulisan skripsi

mahasiswa:

_V

Wiwi Wardianti

108014000030

Pendidikan Bahasa Inggris

XII

(Dua Belas)

Error Analysis on the Use of Gerund, To Infinitive and lnfinitive

without To

Judul tersebut telah disetujui cleh Jurusan yang bersangkutan pada tanggal

24

Juli 2012,

abstrakst/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.

.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

lV as s alamu' alaikum wr.wb.

idikan Bahasa Inggris

l2l2

199103

t

002

Tembusan:

l.

Dekan FITK

UIN

JAKARTA

FITK

Jl. lr. H. JuaMa No 95 Ciputat 15412 lndonesia

FORM (FR)

:

FITK-FR-AKD-081

Tgl.

Terbit :

't

Maret 2010

No.

Revisi: :

01

Hal 1t1

SURAT BIMBINGAN SKRIPSI

Nomor Lamp. Hal

'

ni*niog"n

Skripsi

Jakarta,04

Mxet2Al4

Kepada Yth.

prs.

Nasrun Mahmud, M.Pd

,-/

Ismalianing Eviyuliwati, M. Hum Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah

Jakarta.

Assalamu'alailatmwr.wb.

_'-\

Dengan

ini

diharapkan kesediaan Saudara

untuk

menjadi

pembimbing

,(; )

(materi/teknis) penulisan skripsi

mahasiswa:

_\-/

Wiwi

Wardianti

108014000030

Pendidikan Bahasa Inggris

XII

(Dua Belas)

Error Analysis on the Use of Gerund, To Infinitive and Infinitive

without

To

_:

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal24 Juli 2012,

abstrak,sr/outline terlampir. Saudara dapat melakukan perubahan redaksional pada juclul

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.

.

Atas perhatian dan kerja sama Saudar4 kami ucapkan terima kasih.

Was s al amu' alailrum wr.wb.

idikan Bahasa krggns

002 Nama

NIM

Jurusan Semester

Judul Skripsi

Tembusan:

1.

Dekan FITK

2-

Mahasiswa ybs.

M.Fd

KEMENTERIAN

AGAMA

UIN

JAKARTA

FITK

Jl. lt. H. Juanda No 95 Ciputat 15412 lndonesia

FoRM

(FR)

No. Dokumen

:

FITK-FR-AKD-082

Tgl.

Terbit :

1 Maret 2010

No.

Revisi: :

01

Hal 1t1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1/KM.O1

.St.299ZOl+

Lamp.

: Outline/Proposal

Hal

:

Permohonan

lzin

Penelitian

Kepada Yth.

Kepala Sekolah SMK Muhammadiyah 01 Ciputat

di

Tempat

Assal am u' al ai ku

m

wr.wb.

Dengan hormat kami sampaikan bahwa,

Tembusan:

1.

Dekan FITK

2.

Pembantu Dekan Bidang Akademik

3.

Mahasiswa yang bersangkutan

Jakarta, 04

Maret2014

Nama

:

WiwiWardianti

NIM

:

108014000030

Jurusan

: Pendidikan Bahasa lnggris

Semester

:

Xll

(Dua Belas)

Tahun

Akademik

:201312014

Judul

Skripsi

:

_{"ERROR ANALYSIS}

ON

THE

USE

OF GERUND, TO

INFINITIVE

AND

INFINITIVE

WITHOUT

TO'

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

Wassal am u' al aiku

m

wr.wb.

Saudara, kami ucapkan terima kasih.

Bahasa Inggris

MAJETIS PENDTDIKAN DASAR

DAN

MENENGAH

PIMPINAN

DAERAH

MUHA'UIMADIYAH

_KOTA

_TANGERANG

_SETATAN

SMK

MUHAMMADIYAH

₁

_CIPUTAT

NPSN:20603264

_{TEFAKREDTTAiYA,}

_NSS:

_g42ozo4t6otg

Jl.

KiHajar

Dewantara

_{No.3g ciputat,}

_{Kota Thngerang setatan _ Banten}

_lilll

Telp. 021- 7418640. e8s6626s Fax.021-7418640

_{d;;;rir;krltangser@gmair.com}

SURAT,I(ETER.A.NG.AN

Nomor

:

030/KET/ilt.4.AU

_tFNt2O14

Yang beftanda tangan

di

bawah

ini

Tangerang Selatan menerangkan bahwa

Nama

NIRM/NPM

Fakultas

Program Studi

Jenjang

SMK Muhammadiyah

₁

_Ciputat

_Kota

WIWI

WARDIANTI

108014000030

Ilmu

Tarbiyah dan Keguruan

Pendidikan

Bahasa

Inggris

(S1) Strata

Satu

Telah

melaksanakan

penelitian

_di

_{SMK Muhammadiyah}

₁

_{Ciputat Kota}

_Tangerang

Selatan dalam rangka pengumpulan data, guna keperluan penyusunan skripsi

dengan

JUdUI *ERROR

ANALYSE ON THE

USE

OF

GERUND,

To

_{INFINITIVE AND}

_INFTNITIVE

WITHOUT

TO" mulai bulan

April

Z0l4

sampai selesai.

Demikian

surat

keterangan

ini dibuat,

agar dapat

dipergunakan

sebagaimana

mestinya.

Ciputat, 2

Mel

zAU