Ignorance of Rule Restrictions Incomplete Application of Rules

second level of error is gerund as the complement of a sentence with frequency of error 27.07. The third level of error is gerund as object of preposition with frequency of error 25.04. And the last level is gerund as subject of a sentence with frequency of error 16.25. The writer also interprets the data based on the types of error from students’ answer sheet. It was presented in the following table below: Table 4.9. Types of Error No. Types of Errors Frequency of Errors Percentage 1. Misformation 424 71.74 2. Omission 123 20.81 3. Addition 44 7.45 Sum of Errors and 591 100 It is clearly shown from the table that 591 errors found from 960 sentences collected from 30 students in using gerund. Those 591 errors are classified into three types of errors; omission, addition, misformation. From 591 errors, 424 of them are misformation, which means the students have problem in choosing the correct items or words in the right places. This types of errors contributed 71.74 to whole errors. The second place is omission which reaches 123 errors. The students have problems in inserting items that should appear in sentences. This type contributed 20.81 to whole scores. The last position placed by addition is the least frequent. Only 44 errors in this case. This type contributed 7.45 which shows that the students have problems in inserting items that should not appear in sentences. CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Based on the data analysis in the previous chapter, it showed that the uncontrolled classroom activity could influence students in making errors in using gerund. From the students’ interview, the writer found that most of students faced difficulty how to put and add the –ing form correctly, in distinguishing the use of infinitive and gerund, in determining the use of gerund as object of preposition and gerund as object of certain verbs, and in differentiating between the use of gerund and participle. These errors occurred because they did not pay fully attention to teacher’s explanation and also because they did not understand in teacher’s explanation. Furthermore, the result of error analysis showed that most of students made errors on gerund as direct object of certain verbs with frequency of error 31.64. The second is gerund as the complement of a sentence with frequency of error 27.07. The third is gerund as object of preposition with frequency of error 25.04. And the last is gerund as subject of a sentence with frequency of error 16.25. The students also committed the errors in three categories; they are omission, addition, and misformation. From 591 totals of errors, there are 123 errors or 20.81 fell into omission categories and 44 errors or 7.45 fell into addition categories. Then, 424 errors or 71.74 fell into misformation categories. Therefore, it can be concluded that the highest percentage of errors produced by students is misformation errors. Furthermore, he identified some sources of errors which influence students to commit those errors; they are over-generalization, ignorance of rule restrictions, and incomplete application of rules. From those causes of errors, the writer considered that the errors which were caused by ignorance 50