An Error Analysis On Students’ Ability In Using Gerund And To Infinitive
AN ERROR ANALYSIS ON STUDENTS’ ABILITY IN USING GERUND AND TO INFINITIVE
(A Descriptive Qualitative Study at Second Grade Students of SMAI Al – Kholidin)
By:
Yuspiatul Huriyah
108014000094
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND
TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF
HIDAYATULLAH
JAKARTA
2014
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i ABSTRACT
YUSPIATUL HURIYAH. 108014000094. “AN ERROR ANALYSIS ON STUDENTS‟ ABILITY IN USING GERUND AND TO INFINITIVE (A
Descriptive Qualitative Study at Second Grade Students of SMAI Al-Kholidin)”.
A „skripsi‟ of English Education Department at Faculty of Tarbiyah and
Teachers‟ Training of State Islamic University Syarif Hidayatullah Jakarta,
2013.
Keywords: Error Analysis, Gerund, To Infinitive.
This study was carried out to analyze and to classify the types and the sources of students’ errors in using gerund and to infinitive. The errors were classified based on Dulay,
Burt, and Krashen theory. Besides, the purpose of this study was to find out students’
most frequent erros and the sources of those errors which students made in using gerund and to infinitive.
The method used in this study was qualitative. The qualitative design applied in this study was descriptive study. Furthermore, the subject of this study was the second grade students SMAI Al-Kholidin which consisted of 60 students and the writer only took
30 students as the sample. The data were collected through test and students’
interview.
Rela ted to the result of the analysis, the writer found out 3 types of errors made by the
students, they are omission, addition, and misformation. Misformation error had the
highest percentage of types of errors. The most frequent misformation errors is in using gerund as direct object of certain verbs with 44 errors or 24.7%, then in infinitive the most frequent error is as subjective complement with 45 errors or 25.3%.
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Al - Kholidin. Skripsi of English Education Department at Faculty of Tabiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta. 2014. Keywords: Error Analysis, Gerund, To Infinitive.
Penelitian ini bertujuan untuk menganalisis dan mengelompokkan
kesalahan-kesalahan yang dilakukan oleh siswa dalam menggunakan gerund dan to infinitive.
Kesalahan-kesalahan tersebut dikelompokkan berdasarkan teori Dulay, Burt, and Krashen. Penelitian ini bertujuan juga untuk memperoleh persentase dari setiap jenis kesalahan yang dilakukan oleh siswa; dengan menuliskan presentase jenis kesalahan yang paling tinggi dilakukan oleh siswa. serta untuk mengetahui penyebab terjadinya
kesalahan-kesalahan yang dilakukan oleh siswa dalam menggunakan gerund dan to
infinitive.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif, sedangkan pola umum atau rancangan penelitian yang digunakan oleh penelitian adalah deskripsi (descriptive study). Selanjutnya, peneliti memilih siswa kelas 12 yang berjumlah 60 orang. Tetapi penulis hanya mengambil 30 siswa sebagai subjek dalam penelitian ini. Data dalam penelitian ini diperoleh melalui tes dan wawancara kepada siswa.
Hasil dari penelitian error analysis menunjukan bahwa siswa melakukan tiga
jenis kesalahan yaitu omission, addition, dan misformation. Kesalahan misformation
adalah yang paling sering dilakukan oleh siswa. Frekuensi kesalahan misformation terbanyak ada pada penggunaan gerund yang berfungsi sebagai objek langsung dari kata kerja dengan 44 kesalahan atau 24.7 %. Disamping itu kesalahan misformation yang paling sering dalam penggunaan to infinitive adalah pada saat berfungsi sebagai subjek pelengkap dengan kesalahan 45 atau 25.3%.
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ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah, Lord of the Worlds, who has bestowed strength and health upon the writer in finishing this research paper. Peace and blessing be upon our prophet Muhammad SAW, his family, companions, and all his followers.
Alhamdulillah by the grace of Allah the Highest, the writer could finish her research paper after long hard effort of writing. Thus, she would like to express her greatest gratitude to her beloved parents (Muhammad Yusuf and Kamilah) who always pray, support, and motivate her in every part of her life especially in doing this study.
The writer would also like to address her gratitude to her advisors Dr. Atiq
Susilo, MA and Devi Yusnita, M. Pd for their patient guidance, kindness, valuable advice, and correction during the development of this research.
She would like to express her deep appreciation and gratitude to:
1. All lecturers of English Education Department who have taught her new
knowledge and have given her gorgeous experiences in study.
2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretary of
English Education Department.
3. Dra. Nurlena Rifa’i, Phd, the Dean of Faculty of Tarbiyah and Teachers Training.
4. The principal and the English teacher of SMAI Al- Kholidin for permitting
and helping the writer to conduct the research.
5. Her beloved best friends who have always been in the writer side in facing
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6. All her beloved friendsof English Education Department Class C for
academic year 2008 whose name cannot be mentioned one by one who always help and motivate her in accomplishing this research paper.
May Allah, the Almighty bless them all.Amin.
Finally, the writer realizes that this research paper still has some weakness and shortage. Thus, she would be grateful to accept any suggestions and corrections from anyone for better writing.
Jakarta, 18 Desember 2013
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TABLE OF CONTENTS
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLE ... viii
LIST OF APPENDICES ... ix
CHAPTER I: INTRODUCTION A.The Background of the Study ... 1
B.The Identification of the Problem ... 4
C.The Limitation of the Problem ... 4
D.The Formulation of the Problem ... 4
E. The Objectives and Significance of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK A. Error Analysis …. ... 6
1. The Definition of Error Analysis …………. ... 6
2. The Distinction Between Error and Mistake ... 7
3. The Description of Error ... 9
4. The Sources of Error ... 11
5. Steps in Analyzing Error ... 13
6. The Goal of Error Analysis ... 13
B. Gerund ... 14
1. Definition of Gerund ... 14
2. Kinds of Gerund ... 16
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2. Functions of Infinitives ... 19
3. Common Verbs Followed Either a Gerund or an Infinitive ... 20
CHAPTER III: REASERCH METHODOLOGY A. Place and Time of the Study ... 22
B. Data and Data Sources …………. ... 22
C. Method of the Study ... 22
D. Instrument of the Study ... 23
E. Techniques of Data Collection ... 24
F. Techniques of Data Analysis ... 25
G. Checking of Data Validity ... 25
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Findings ... 26
1. Data Description... 26
a. Test ... 26
b. Interview ... 38
B. Discussion... 39
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion………. ... 41
B. Suggestion ……… .... 42
BIBLIOGRAPHY ... 43 APPENDIXES
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LIST OF TABLES
Table 3.1 The Test Item Scheme……….23
Table 3.2 The Interview Scheme………24
Table 4.1 Frequency of Errors in Using Gerund and to Infinitive……….26
Table 4.2 Description of Students’ Error in Ommision……….. 28
Table 4.3 Description of Students’ Error in Addition………. 29
Table 4.4 Description of Students’ Error in Misformation………...29
Table 4.5 The Recapitulation of Error Types………. 34
Table 4.6 Total of Misformation Errors in Using Gerund and To Infinitive………..36
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Grammar is one of the aspects of language which should be mastered by the students. Grammar is needed even in communication. Without the proper knowledge of grammar, the students will find many problems to build up the sentences and express their ideas for communication activities, but if they have good grammar, they will be confident in speaking or writing English.
In writer‟s opinion, grammar is an essential part to be learnt in the process of acquiring language, it must be mastered to help someone to use the language grammatically and meaningfully.
However, even though grammar has been taught from Elementary school, Senior High School learners still find difficulties in learning grammar. By having the knowledge of grammar, learners are capable of putting across the sense of how grammar interacts with the lexicon as a communicative system.
According to Warriner, “Grammar is a description of the way a language works. It explains many things, for example, grammar tells u the order in which sentence parts must be arranged. It explains the work done by the various kinds of words-the work done by a noun is different from the work done by a verb, it
explains how words change their form according to the way they are used”.1 We
have to understand grammar when we want to make a correct sentence by knowing the way to arrange and form the words well. Grammar will give a special pattern in using language either written or spoken. With grammar the language is more understandable.
We know that grammar and language cannot be separated. It means that if someone can speak a language he must know the grammar of the language. On the other hand if someone does not know the grammar he will not be able to speak that language or the listeners will be confused in catching the message, so they
1
John E. Warriner, English Grammar and Composition Third Course, (Harcourt Brace Jovanovich, Inc, 1982), P.1.
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will never be able to communicate each other. In other words, without knowing the grammar of the language, one cannot be said to have learned the language, and without learning grammar it seems impossible to learn a language since the grammar tells about the language usage. Therefore, the speakers are supposed to learn the grammar.
As one of the aspects of language, grammar must be taught to the students. The writer tries to analyze and to observe the learners who find difficulties in understanding grammar, especially verbal.
There are many aspects discussed in English grammar, one of them is verbal. There are three kinds of verbal; participle, gerund, and infinitive. In this research, the writer would like to write about gerund and to infinitive. Gerund and to infinitive are materials which have to be learned in grammar to make good sentences. We can use to infinitive and gerunds in similar ways. They both function like nouns and you can use both forms like noun phrases in most situations. But there are also some very important differences between those two forms.
Based on Broukal, “Gerund is a base verb + -ing that works like a noun, a
gerund can be a subject or an object in a sentence”.2 Beside that, Warriner also
states that “infinitive is a verb form, usually preceded by to, that is used as a noun,
adjective, or adverb”.3 Both of them almost have the same function in form noun
as the subject or the object of sentences after certain verb.
Sometimes most of the students still do not know which verb functioning as the complement must be in the infinitive or the gerund form is. Even they also do not know which particular verbs, particular adjectives and particular nouns which appropriate to precede gerund or infinitive. One of the problems for
learners is to know which verbs in English are followed by the infinitive and
which verbs are take the –ing form. The problem is complicated by the fact that
there is a number of verbs that can take both forms, but with a different meaning.
2
Milada Broukal and Ingrid Wisniewska. Grammar Form and Function. (New York: McGraw-Hill Companies, Inc 2005). p. 46.
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In other side, there are many factors that make the students have difficulties in learning gerund and to infinitive. This tendency can be caused by several factors either internally or externally. The internal factors come from the background of the students themselves such as their intelligence and motivation.
Meanwhile, the external factors may come from the teachers‟ capability, students‟
environment and facilities,etc.
Based on the description above, the writer intends to analyze the error
analysis on students‟ ability in using gerund and to infinitive, because when the
writer did (Praktik Profesi Keguruan Terpadu) PPKT. The students still made
errors in using gerund and to infinitive; they still do not know which verb that has to be use to express gerund or to infinitive; when the writer gave a first exercise about gerund and to infinitive, most of the students made errors in using gerund and to infinitive.
Example:
*he told a really funny joke. We couldn‟t stop to laugh (incorrect)
The correct form of the sentence is: he told a really funny joke. We couldn‟t
stop laughing
Not only that, at the second time the writer gave the test to the students, and they still made errors in using both.
Example:
* I have decided leaving on Monday (incorrect in using to infinitive as an
object of verbs)
The correct form is: I have decided to leave on Monday
* I‟m interested in to learn more about Biology (incorrect in using gerund followed by preposition)
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The writer has given the exercise twice. Unfortunately, the students still made errors in using gerund and to infinitive. For that reasons the writer intends to
analyze the students‟ error in using both, and also wants to find the reasons why the students made errors in using gerund and to infinitive.
B. The Identification of the Problem
According to the background of the study above, the problems that can be identified in this research are:
1. Students have difficulties in learning grammar.
2. Students lack of motivation
3. Teachers‟ teaching technique was not suitable with the material
4. Students made errors in using Gerund and To Infinitive
C. The Limitation of the Problem
Concerning from identification of the problem above, the discussion of
this study will be focused on analyzing the student‟s types of errors and finding
out the cause of those errors in using gerund and to infinitive made by the second grade students of SMAI Al-Kholidin.
D. Formulation of the Problem
Based on the statement above, the researcher formulates the problems of the study as follows:
1. What is the most frequent error made by the second grade students of
SMAI Al- Kholidin Jakarta focus on the function in using gerund and to infinitive?
2. Why do the second grade students of SMAI Al- Kholidin Jakarta make
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E. Objectives of the study and
The objectives in this study are expected to:
1. Find out the most frequent error made by students in using gerund and to
infinitive in sentences.
2. Find out the reasons why the students make errors in using gerund and to
infinitive in sentences.
F. Significance of the Study
In addition, The results of this study is fully expected to be useful for
English teacher to recognize the students‟ error in using gerund and to infinitive
and to make them easier to understand in using gerund and to infinitive in order to be able to minimize a number of errors the students make. For students, this research will give an input to them to improve their knowledge and may assist them to use gerund and to infinitive spoken and written correctly. This research may also be a reference for other researcher to deliver useful information for other researchers who are interested in English and also for the future study related to the subject.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
1. Definition of Error Analysis in Linguistics
Learning a foreign language is different from learning our mother tongue, so it is natural when the students make error in learning a foreign language.
According to Wenfen Yang “error analysis is the process of determining the
incidence, nature, causes and consequences of unsuccessful language”.4 In
addition, Ellis and Barkhuizen note that “error analysis consists of a set of
procedures for identifying, describing, and explaining learner errors”.5
Error analysis deals with the students‟ performance in terms of the
cognitive processes they make use of in recognizing or coding the input they receive from the target language. A primary focus on error analysis is on the fact
that students‟ error provide with an understanding of the underlying process of the
second language acquisition.6
Errors in foreign language teaching especially in English are the cases
which are difficult to avoid. James stated that “Error analysis is the process of
determining the incidence, nature, causes, and consequences of unsuccessful
language”.7
Another concept of error analysis is given by Brown, he defined error analysis as the process to observe, analyze, and classify the deviation of the rules
of the second language and then to reveal the systems operated by learner.8
Based on those definitions, the writer synthesize that the error analysis is a set of procedures of observing, identifying, classifying, interpreting or describing the errors, determining the causes of errors and revealing the deviation of the rules
4
Wenfen Yang, Language Teaching and Research: A Tentative of Errors in Language
Learning and Use, (Finland: Academy Publisher, 2010), p. 266. 5
Rod Ellis, Gary Barkhuizen, Analysing learner language, (Oxford: Oxford University Press, 2005), p. 51.
6
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching,
Research Assistant, 2005,Vol. 1, p. 262-263.
7
Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New York: Wesley Longman Inc, 1998), p. 1.
8
H. Douglas Brown, Principles of Language Learning and Teaching Third Edition,
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of the second language learning made by learner, and it is carried out to get information on common difficulties faced by learner which in turns helps teachers
to correct the students‟ errors, and improves the effectiveness of their teaching.
2. Distinction between Error and Mistake
Corder defines “mistake is a random performance caused by fatigue,
excitement, etc. and therefore can be readily self-corrected, while error is systematic deviation made by learners who have not yet mastered the rules of the target language. Consequently, learners cannot self correct an error because it is a
product reflective of the learners‟ stage of target language development or
underlying competence”.9
Meanwhile, James differentiates between errors and mistakes. He defines
“errors as a systematic mistakes due to lack of language competence, while
mistakes refer to performance errors because of a random guess or slip. Error cannot be self-corrected; mistakes can be self-corrected if the deviation is pointed
out to the speaker”.10
Furthermore, Edge offers simpler definitions which are especially
important for classroom teachers to keep in mind. He states that “a slip or mistake
is what a learner can self-correct, and error is what a learner cannot self-correct”.11
In addition Ellis stated that “errors reflect gaps in a learner‟s knowledge;
they occur because the learner does not know what is correct. Then mistakes reflect occasional lapses in performance; they occur because, in a particular
instance, the learner is unable to perform what he or she knows”.12
There is an example of an apparent „mistake‟ in student‟s speech, in the narrative
he says:
- The big of them contained a snake
9
Diane – Larsen Freeman, and Michael H. Long, An Introduction to Second Language Acquisition Research, (New York: Longman, 1991), p. 59-60.
10
H. Douglas Brown, Principle of Language Learning and Teaching, 4th edition, (New
York: Longman, 2000) p. 217. 11
Ibid., p. 217.
12
Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 1997), p. 17.
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He used the past tense of the verb „contain‟ correctly. However, in the final
sentence he says:
- The basket contain a snake
Making what seems to be a past tense error. But clearly, the student knows what
the past tense of „contain‟ is as he has already used it correctly once. His failure to say „contained‟ in the last sentence, then, might be considered a mistake
The question arises as to how errors and mistakes can be distinguished.
One way might be to check the consistency of learners‟ performance. If they
consistently substitute „contain‟ for „contained‟ this would indicate a lack of
knowledge-an error. However, if they sometimes say „contain‟ and sometimes
„contained‟, this would suggest that they possess knowledge of the correct form
and are just slipping up- a mistake. Another way might be to ask learners to try to correct their own deviant utterance. Where they are unable to, the deviations are errors; where they are successful, they are mistakes.13
Another examples using this as a test, the sample of learner language (one day an Indian gentleman arrived in England by plane…….the man said to the little boy, when the little boy was speaking with the traveler, the thief took the big suitcase and went out quickly. The policeman was in the corner whistle but it was too late). This example suggests that the learners failure to use the correct form of
the simple past tense (for example whistle instead of whistled) constitutes a
mistake rather than an error because other forms are correctly marked (arrived, said, took, went out). A learner is considered to make mistakes when he or she has deviation. A better way of determining where a particular deviation is an error or a mistake is to consult the learner, if the learner is able to self-correct the deviant form, it can be classified as a mistake.
From the explanation above, it can be synthesized that errors happened because of lack of knowledge, constantly occurred, and it cannot be self corrected, while mistakes happened because of carelessness, temporary lapses of memory, slips of the tongue, or other performance failure, and it can be self corrected.
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3. Description of Errors
There are many categories for describing errors have been identified. According Dulay, Burt, and Krashen, there are four types of errors based on the
surface strategy taxonomy. They are omission, addition, misformation,
misordering.14
a. Omission
Omission errors are characterized by the absence of an item that must appear in a well-formed utterance. It is found in greater abundance and across a greater variety of morphemes during the early stages of second language
acquisition. This error, the learner may omit noun and verb inflections (the –s in
plural form of birds, -ed in looked, the –ing in cooking, etc). For example:
1) I bought three doll for my daughter two days ago. (omission –s for plural
form – dolls)
2) I study Math last night. (omission –ed for inflectional verb – studied)
b. Addition
Addition errors are characterized by the presence of an item which must not appear in a well-formed utterance. Addition errors usually occur in later stages of second language acquisition, when the learner has already acquired some target language rules. There are three types of addition error:
1) Double Marking. It occurs when there are two or more items with same
feature in a sentence. For example: My father doesn‟t goes to the office
this morning, because he is sick (doesn’t and goes are the same feature for
simple present tense). The correct form of that sentence is: My father
doesn‟t go to the office this morning, because he is sick.
2) Regularization. It occurs when there are erroneously added to exceptional
items which are typically added to linguistic items. For examples, the verb eat, the past form is not eated, but ate; the noun sheep, the plural form is sheep, not sheeps.
3) Simple addition. It is the use of an item which should not appear in a well-
14
Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford University Press, 1982), p. 154-162.
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formed utterance, and they are not double marking or regularization error.
c. Misformation.
Misformation errors are characterized by the use of the wrong form of the morpheme or structure. It occurs when the learner supplies incorrect item in well-formed utterance. Similar with addition, misformation also has some subtypes; regularization errors, archi-forms, alternating forms. Regularization errors are
those in which a regular marker is used in place of an irregular one, as in runned
for ran or gooses for geese. Another subtype is archi-form, it happened when learners select one member of a class of forms to represent others in the class. Dulay, Burt, and Krashen called the selected form by the learner an archiform, for example a learner temporarily select just one of the English demonstratives adjectives this, that, these, and those to do the work for several of them (that dog, that dogs). The last subtypes is alternating form, it defines as „fairly free
alternation of various members of a class with each other‟, in case of pronoun, the
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d. Misordering
Misordering errors are characterized by the incorrect placement of a morpheme or group of morpheme in an utterance. For example:
- Where you are going?
In that sentence there is an incorrect placement. The correct sentence is: Where are you going?
Based on the definition above, errors can be described as a systematic deviation made by learners who have not yet mastered the rules of the target language; one obvious reason why learners make errors is the difficulty they experience in accessing their L2 knowledge when communicating. If L2 forms
haven‟t yet been automatized, they require controlled processing which places a heavy demand on learners‟ information processing systems.15
4. Sources of Error
Errors in learning target language occur for many causes, By identifying the cause of errors, we can figure out why the errors happened, and more understand of how the process of target language acquisition. Some linguists
differentiate the causes of errors. James‟ theory exposed three main diagnosis
-based categories of error; they are interlingual transfer, intralingual transfer, and
induced error.16
a. Interlingual Transfer
Interlingual defined as errors which is the result of language
transfer/translation that caused by the students‟ first language. In this early stage,
before the system of the second language is familiar to students, the native language is the only linguistic system in previous experience upon which the students can draw. Interlingual transfer can be called mother tongue interference. It has a great deal in learning target language directly.
15
Rod Ellis and Gary Barkhuizen, Analysing Learner Language, (New York: Oxford
University Press, 2009), p. 62.
16
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Interlingual errors are similar in structure to an equivalent phrase or
sentence in the learners‟ native language. It also be said that this error occurs because the learners‟ native language does not have the same rules of the target language has, but the learner applies the rules of their native language into target
language. 17
“In interlingual transfer, the sound system and the grammar of the first
language impose the learner on the new language and this leads to a „foreign‟ pronunciation, faulty grammatical patterns and the wrong choice of vocabulary”.18
b. Intralingual Transfer
Errors results from the faulty or partial learning. It occurs as a result of
learner‟s attempt to build up concepts about the target language from the limited
experience with it.
c. Induced Errors.
It refers to learner‟s error that result more from the classroom situation.
Therefore, this error seems natural.
Another theory based on Brown, he almost has the same theory with James about the causes of error. Brown classifies that there are four categories of cause of error; they are interlingual transfer, intralingual transfer, and context of
learning.19
Context of learning means that the social situation or the school that takes place in learning process can lead to the source of error. In the classroom context for example, the teacher or the book can lead the learner to make an error in accepting the concepts.
While Hubbard et al. distinguishes the sources of error into three parts:19
a. Mother Tongue Interference
The sound system (phonology) and the grammar of the first language
impose the learners on the new language and this leads to a „foreign‟
17
Dulay. Et al., op cit., p. 171.
18
Peter Hubbard, A Training Course for TEFL, (Oxford: Oxford University Press, 1983), p. 140.
19
H. Douglas Brown, Principles of Language Learning and Teaching, 2nd edition, (New York: Pearson Education, 1987), p. 177 - 179.
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pronunciation, faulty grammatical pattern and, frequently, the wrong choice of vocabulary.
b. Overgeneralization
The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learners. It claims that the learner processes new language data in her/his mind and produces rules for its production, based on the evidence.
c. The Teaching Process
The teaching process also can contribute to the students‟ errors.
According to those who support behaviorism theory, error is evidence of failure, of ineffective teaching or lack of control. If materials well chosen, graded, and presented with meticulous care, there should never be any error.
From some theories above the writer uses Brown‟s theory. There are three
causes; interlingual transfer, intralingual transfer, and context of learning.
5. Steps in Analyzing of Error
According to Jacek Fisiak there are six methodology of error analysis. The method consisted of the following steps:
a. Collection of data (either from a “free” composition by the students on a given theme or from examination answer),
b. Identification of errors (labelling, with varying degrees of precision
depending on the linguistic sophistication brought to bear on the task, with respect to the exact nature of the deviation),
c. Classification into error types,
d. Statement of relative frequency of error types,
e. Identification of the areas of difficulty in the target language,
f. Therapy (remedial drills, lessons).20
20
Jacek Fisiak, Contrastive Linguistics and the Language Teacher, (Poland: Pergamon Press, 1981), p. 222.
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In addition, Ellis provides five steps which are originally proposed by
Corder, 21 they are: collecting of a sample of learner language, identification of
errors, description of errors, explanation of errors, and evaluation of errors.
From some theories above, the writer uses steps in analyzing of error proposed by Ellis in this research.
6. The Goal of Error Analysis
There are some goals of error analysis; one of them is as Rebecca M
Valette said: “One of the goals of error analysis is to reveal learners. A strategy is to help in the preparation of more effective learning material”.22
Next argument is While Pit Corder makes a distinction between the theoretical and applied goal of error analysis. They are:
a. Applied goal aspect is, correcting and eradicating the learner's error at the
expense of the more important and logically prior task of evolving an explanatory theory of learner's performance.
b. Theoretical goal aspect is as worthy of study in and on itself as is that of
child language acquisition and can, in turn, provide insights into the
process of language acquisition in general.23
Another theory about the goal of error analysis from Dullay stated that
studying students‟ errors serves two major purposes:
a. It provides data from which inferences about the nature of language
learning process can be made.
21
Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University Press, 2008), p. 46.
22
Rebecca M. Valette, Modern English Testing, (Boston: Boston College, 1977), p.66.
23
Pit Corder in Jacek Ficiak, Contrastive Linguistics and Language Teacher, (Oxford: Pergamon Press, 1981) p. 225
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b. It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which
errors types detract most from a students‟ ability to communicate
effectively.24
The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process
B. Gerund
1. Definiton of gerund
Betty scramfer Azar in Understanding and Using English Grammar stated
that “a gerund is the –ing form of a verb used a noun. A gerund is used in the
same ways as a noun, i.e, as a subject or an object (walking is good exercise)”.25 The same essence is stated by George E. Wishon and Julia M. Burks, the
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”26
.
Besides the form verb -ing as gerund, the form verb -ing also use as an
original verb in present participle. In this case there is a different function each other.
Verbal constructions function as parts of speech other than verbs, usually as nouns, adjectives, or adverbs. In these constructions the elements of simple sentences are more changed in form than they are in dependent clauses. The verbs
are generally reduced to participial –ing or –ed form, or to infinitive form.
However, these verbal forms, like the finite verbs in full sentences, can take
complements or adverbial modifiers.27
In verbal constructions, the subjects and objects from original simple sentences may remain unchanged in form, or they may be reduced to possessive,
24
Dulay. et al., op cit., p. 138.
25
Betty Scramfer Azar, Understanding and Using English Grammar 4th edition, (Mc Graw. Hill companies, 2002 ), p. 321.
26
George E. Wishon and Julia M. Burks, Let’s Write English Revised Edition, (New Jersey: Prentice. Hall, 1989), p. 268.
27
Marcella Frank, Modern English; A Practical Reference Guide, (Englewood Cliffs: Prentice Hall, 1972), p. 304.
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16
objective or prepositional form. Also, they may not occur in the verbal construction at all but may be found elsewhere in the sentence or be implied from the general context.
In brief, to distinguish between verbal and gerund is verbal cannot be as a subject or an object in a sentence, in contrast gerund can be as a subject or an object in a sentence.
For example :
- He is smoking now ( present participle), smoke with –ing in this sentence has a function as an original verb; it can be called as a verbal construction
2. Kinds of Gerund
George E. Wishon and Julia M. Burks noted that there are two kinds of
gerund, they are:28
a. Simple Gerund is a 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 good exercise.
b. Gerund Phrase. While 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 adjective form.
e.g. Your singing is beautiful.
28
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Everyone admires Patrice’s expert dancing.
The gerund phrase is italicized; the simple gerund is underlined.
3. Functions of Gerund
Both gerund and gerund phrase have the same functions in the sentence in any position noun. By the definition above Gerund has function as nouns in a
sentence, according to Milada Broukal and Ingrid Wisniewska in Grammar Form
and Function 3, there are three functions of gerund, they are:
The subject of the verb : Swimming is a lot of fun and good exercise.
The object of the verb : I really like swimming.
The object of a preposition: I am looking forward to swimming in the
ocean. 29
a. Gerunds As The Subject of a Sentence
Any activity that can be expressed with the "ing" form of a verb can be the subject of a sentence. All gerunds can be the subject of a sentence. Gerund can be the subject of a sentence when an action is being considered in a general sense.
Examples:
1) Breathing is necessary.
2) Driving a car requires good vision. 3) Helping other people feels good. 30
b. Gerunds As The Object of a Preposition
Michael Swan states that gerund is used after all Prepositions (for,
with, about) must be followed by an object. (Including to when “to” is a
29
Milada Broukal and Ingrid Wisnieswka, Grammar Form and Function 3, ( Newyork: McGraw Hill, 2005), p. 46
30
A.J. Thomson and A.V. Martinet, Practical English Grammar, (Newyork: Oxford University Press, 1986), p. 228.
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18
preposition).31
The object can be a noun or a gerund (a verb acting as a noun).
1) I am tired of waking up too early.
2) I look forward to meeting your friend.
3) I am interested in learning baseball.
4) She is responsible for implementing new policy.
c. Gerunds As Direct Object of Certain Verbs
Certain verbs in English are followed by verbal- either gerunds or infinitives which are considered as the objects of these verbs. When
gerunds follow verbs, they function as direct objects of those verbs.32
Examples are:
1) We have considered selling our home
2) He mentioned meeting the governor at the reception
3) I can not tolerate his constant complaining about everything
4. Common Verbs Followed by Gerund
Here are some verbs that are followed by a gerund.
(These verbs can be followed by any gerund. The gerunds used in these sentences
are only examples). 33
(a) I enjoy working in my garden (b) Bob finished studying at midnight (c) It stopped raining a few minutes ago
- Enjoy - mind - keep - think about
- Finish - postpone - keep on - discuss
31
Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1987), p. 335.
32
Wishon. loc cit.
33
Betty Schrampfer Azar, Fundamentals of English Grammar Second Edition, (
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- Quit - put off - consider - talk about
Gerunds are used as the objects of the verbs in the list. The list also contains phrasal verbs (e.g., put off) that are followed by gerunds
C. Infinitives
1. Definition of Infinitives
John E. Warriner in Grammar and Composition stated that “an infinitive is
a verb form usually preceded by to, that is used as a noun, adjective, or adverb”.34
Marcella Frank defined in Modern English; A Practical Reference Guide
stated that “An infinitive is the form of the verbs, but it is not a verb. An infinitive can be a noun, an adjective, or an adverb”.35
From some discussions above the writer can conclude that an infinitive is a kind of verb which has a function as a noun, an adjective, or an adverb with addition to or without to before a verb.
2. Functions of Infinitives
Examples:
a. Infinitives functioning as nouns appear in the same positions as nouns
1) To practice had been an effort (Subject)
2) The object of practice was to improve (Subject Complement)
3) They were about to succeed (Object of Preposition)
b. Infinitives functioning as adjectives follow the noun they modify
1) I had an impulse to sneeze
c. Infinitives functioning as adverbs follow the words they modify
1) The baby was able to crawl
2) She struggled to balance
3) Common verbs followed by to infinitives
34
Warriner. loc. cit.
35
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20
Here are some verbs that are followed by an infinitive.
(These verbs can be followed by infinitive. The infinitives used in these sentences
are only examples).36
Examples are: (a) Tom offered to lend me some money
(b) I have decided to buy a new car
(c) I have decided not to keep my old car
The lists of verbs followed by infinitives are:
- Want - expect - promise - appear
- Need - plan - offer - pretend
- Would like - intend - agree - forget
- Would love - mean - refuse
- Hope - decide - seen
3. Common Verbs Followed by Either a Gerund or an Infinitive
Some verbs can take either a gerund or an infinitive. With some verbs, there is no difference in meaning, but with other verbs there is a difference in
meaning.37
These verbs can take either an infinitive or a gerund with no difference in meaning.
- Begin - Like - hate - can‟t stand
- Love - Start - continue
Examples: (a). It started to snow
(b). It started snowing
36
Azar, op. cit., p.251
37
Broukal, op. cit., p. 226.
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Beside that, these kind of verbs below that can take a difference in meaning between the infinitive and gerund forms.
- Forget - Stop - Remember
- Regret - Try
Examples:
(a). I regret telling him that I bought a car ( I told him I bought a car); to say that we regret something we have already done in the past
(b). I regret to tell you that you‟ve failed the test; to say that we regret
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22 CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
The writer conducted her research at SMAI Al- Kholidin Jakarta which is located at Jl. Wijaya I/ Iskandarsyah Raya Blok O melawai Keb. Baru Jakarta
Selatan. The research was carried on 19th to 30th of November 2013.
B. Data and Data Sources
The data of the research was the students‟ errors in using gerund and to infinitive; the data was taken from the test and interview. The data sources are the second year students of SMA Islam Al-kholidin Jakarta. There were two classes; Science class and Social, which consists of 30 students of each class. The writer took Science class as a sample. In taking the sample, the writer used purposive sampling.
C. Method of the Study
The method of this research was descriptive qualitative method. The writer collected the data by giving the test to the students. The writer conducted the test to find out the most type of error made by the students in using gerund and to infinitive, and also to know why the students make those errors. Moreover, the
writer held an interview to get further information about the causes of students‟ error. To analyze the causes of errors, the writer used Brown‟s theory.
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The writer used error analysis procedure in analyzing data. As soon as collecting data, the writer identified the errors students made by analyzing the
result of students‟ test. Then, the writer described, classified, and calculated the
errors. The last, the writer explained and interpreted the result of the research by using descriptive analysis.
D. The instrument of the Study
In this research, the writer used test and interview as instruments to obtain the data. She made the test about gerund and infinitive. First, she gave a written test that will focus on the subject matter that will be researched. The type of test is fill in the blank which consists of 20 items. The test is about gerund and to infinitive arranged randomly. The students get 5 points for each item. Then,
interview was the second instrument. It consists of 5 questions about students‟
understanding about gerund and infinitives. The result of this interview was aimed to know the causes of errors made by the students in using gerund and infinitives.
Before giving the test to the students, the writer did test of validity by
using SPSS Program from 25 item tests. Actually, there were four invalid items,
so that the writer only took 20 item of the test which is valid to be tested to the
students. The result of test of validity can be seen in appendices. The following
tables are the scheme of the test item and the interview: Table 3.1
The Test Item Scheme
No Grammar Area Tested Item
Number Item Type
1 Gerund
As a subject of a
sentence 1, 5, 10 Fill in the
Blank As direct object
of certain verbs
8, 6, 11, 15
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24
As object of a
preposition 3, 19, 13
2 To Infinitive
Adjectives Followed by
Infinitives
4, 7, 12
As direct object of certain verbs
2, 9, 14, 18 As subjective
complements 16, 17, 20
Table 3.2 The Interview Scheme
No. Indicator Tested Area Item
Number Item Type
1 To find out the students‟
errors areas Kinds of difficulties 1 and 2
Interview 2
To find out whether the
students‟ errors caused
by interlingual transfer
Interlingual transfer 4
3
To find out whether the
students‟ errors caused
by intralingual transfer
Intralingual transfer 3
4
To find out whether the
students‟ errors caused
by context of learning
Context of learning 5
E. The Technique of Data Collection
In this research, the writer used some techniques to collect the data. She gave test and did an interview.
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The test is given to know the students‟ ability in distinguishing gerund
from to infinitive after certain verbs in the sentences. The writer gave 20 items of the test to the second grade students of SMA Islam Al- Kholidin.
2. Interview
To know students‟ understanding about gerund and to infinitive, the writer
gave 5 questions to second grade students of SMA Islam Al- Kholidin in doing the interview. The writer chose 9 students; they were 3 students who got the highest score, 3 students who got middle score and 3 students who got the lowest score. The questions were only given to nine students, and it was hopefully to know the causes of errors that students made in using gerund and to infinitive. F. The Technique of Data Analysis
After collecting the data from the test, the researcher analyzes the
students‟ errors by focusing on their errors in using gerund and to infinitive from the students‟ answer sheets. The researcher analyzed it by marking the errors and
counting the errors into percentage, to calculate the percentage of students‟ errors,
the researcher uses the formula below: 38
P= x 100% P = Percentage
F = Frequency of error made N = Total of students‟ errors G. Checking of Data Validity
The researcher verified data (test instrument) by using SPSS Program, and (interview) by using triangulation data based on theories of the research. Here, the researcher compared the research findings of interview with the theories that used in chapter two. The theories in this research focused on types of error and causes
38
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2001), p.40.
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26
of error in error analysis theory. From some theories above the writer uses
Brown‟s theory in dividing cause of errors made by the students. There are four causes; interlingual transfer, intralingual transfer, and context of learning.
Based on the research findings of the research, the data is valid because there is mutual meaning between data interpretation of interview and theories. It can be proved that the respondents make errors in using gerund and infinitive because of Interlingual Transfer.
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27 1. Data Description
The writer conducted a written test to collect data. The test consisted of 20 questions in one section; the students have to complete the sentences with the
correct form, gerund or infinitive. In the test given by the writer, the students‟
should pay attention to each number; there are some functions of gerund and
infinitive, so that the students should know which verb functioning as gerund and
which verb functioning as to infinitive. The writer then identified the students‟
errors by using procedures of error analysis, and the result will be presented in the table. Analyzing the interview result was done after identifying the most frequent
error made by students in using gerund and to infinitive. Here are the descriptions
of students‟ test and interview:
a. Test
The following table describes errors made by the students in using gerund and to infinitive.
Table 4.1
Frequency of errors in using gerund and to infinitive
No Grammar
Area Tested
Item Number
Frequency of Errors
Percentage of Errors
(%)
1 Gerund
As a subject of a sentence 1 5 2.8
As an object of a
preposition 3 16 9
As a subject of a sentence 5 0 0
As direct object of certain
verbs 6 8 4.5
As direct object of certain
verbs 8 7 3.9
As a subject of a sentence 10 0 0
As direct object of certain
(39)
28
As object of a preposition
13 10 5.6
As direct object of certain
verbs 15 17 9.5
As object of a preposition
19 5 2.8
2 Infinitive
As direct object of certain
verbs 2 3 1.7
Adjectives followed by
infinitives 4 8 4.5
Adjectives followed by
infinitives 7 3 1.7
As direct object of certain
verbs 9 6 3.4
Adjectives followed by
infinitives 12 17 9.5
As direct object of certain
verbs 14 2 1.1
Infinitive as subjective
complement 16 22 12.3
Infinitive as subjective
complement 17 16 9
As direct object of certain
verbs 18 9 5
Infinitive as subjective
complement 20 8 4.5
TOTAL 20 178 100
Based on the table above, it could be seen that the number of errors made by the students in using gerund and to infinitive was 178 errors. After calculating the number of errors, then the writer would like to describe in details about types
of errors committed by the students in using gerund and to infinitive. The
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Table 4.2
Description of Students' Error in Omission Item
Number Students
Error Recognition
Error
Classification Correction
6
5
Bob finished studing at
midnight
Omission of spelling /y/
Bob finished studying at midnight 20
8
15 11
They discussed
geting a new house
Omission of spelling /t/
They discussed getting a new house
17 14
Her dream is win the
match
Omission of spelling /to/
Her dream is to win
the match
12 24
Maria always speeds on the expressway. She's certain
get stopped
by the police
Omission of spelling /to/
Maria always speeds on the expressway.
She's certain to get
stopped by the police
Based on the table 4.2 above, the most errors committed by the students is in number 6 (gerund as direct object of certain verbs) with 3 students. It happened because the students did not know the rules in changing gerund form, so they just
added –ing after the verb “study”. The same case also happened in item number
15, the word “get” is added –ing without paying attention to the rules how to
change base word into gerund form. In the next item number (17 and 12), the
students‟ also omit “to” in changing the verbs into “to infinitive”. That type of errors is known as omission.
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30
Table 4.3
Description of Students' Error in Addition
Item
Number Students
Error Recognition
Error
Classification Correction
1
27
Rideing horses is fun
Addition of spelling /e/
Riding horses is fun 30
Based on the table 4.3 above, there are only two errors committed by the
students in types of errors addition in number 1 (gerund as a subject of a
sentence). It happened because the students confused whether he or she should
omit spelling /e/ in “ride” or not when it is changed into gerund form.
Table 4.4
Description of Students' Error in Misformation
Item
Number Students
Error Identification
Error
Classification Error Correction
1
Student 10
to ride horses is
fun Riding horses is fun Student 23 Misformation
Student 29
2
Student 7 Tom offered
lending me some money
Misformation Tom offered to lend me some money Student 22
Student 11
Tom offered to lent me some
money
3
Student 1
Bill apologized for
to interrupt me Misformation
Bill apologized for interrupting me Student 3 Student 5 Student 6 Student 7 Student 13 Student 15 Student 16 Student 17 Student 18 Student 19 Student 23
(42)
Student 24 Student 26 Student 27 Student 20
Bill apologized for
interrupt me
4
Student 4
We were sorry
hearing the bad news
Misformation We were sorry to hear the bad news Student 7 Student 8 Student 12 Student 17 Student 28 Student 29 Student 30 6 Student 13
Bob finished to
study at midnight Misformation Student 22
Student 25
Bob finished studying at midnight Student 29
Student 7
7
Student 20
I was surprised
seing Tom at the meeting
Misformation I was surprised to see Tom at the meeting Student 14 I was surprised
seeing Tom at the meeting Student 7
8
Student 10
Would you mind
to open the window?
Misformation Would you mind opening the window? Student 5 Student 16 Student 22 Student 28 Student 27 Student 29 9 Student 7 I've decided
buying a new car Misformation
I've decided to buy a new car Student 12 Student 10 Student 17 Student 23 Student 20 11 Student 10
I postponed to do
my homework Misformation
I postpone doing my homework Student 12
Student 6 Student 17 Student 15
(43)
32 Student 29 Student 13 Student 21 Student 24 Student 22 Student 28 Student 27 Student 26 Student 25 Student 30 Student 14 12 Student 9 Maria always speeds on the expressway. She's
certain geting
stopped by the police
Misformation
Maria always speeds on the expressway. She's certain to get stopped by the police Student 11 Student 7 Student 15 Student 14 Student 27 Student 30 Student 20
Student 25 Maria always speeds on the expressway. She's
certain getting
stopped by the police Student 21 Student 18 Student 3 Student 6 Student 10 Maria always speeds on the expressway. She's
certain giting
stopped by the police Student 5 Maria always
speeds on the expressway. She's
certain gitting
stopped by the police Student 16
13
Student 21
We're excited to
go to Tahiti Misformation
We're excited about going to Tahiti Student 18 Student 3 Student 6 Student 12 Student 17 Student 15
(44)
Student 14 Student 13 Student 7
We're excited to go to Tahiti 14
Student 14 I can't wait seeing my family again! It's been along
time
Misformation
I can't wait to see my family again! It's
been along time Student 23
15
Student 24
They discussed to get a new house
Misformation They discussed getting a new house Student 9 Student 8 Student 25 Student 10 Student 4 Student 1 Student 13 Student 19 Student 23 Student 22 Student 28 Student 27 Student 29 Student 7 They discussed
get to a new house Student 12 They discussed to
got a new house
16
Student 7
The only thing we can do is calling
the police
Misformation
The only thing we can do is to call the
police Student 11 Student 24 Student 9 Student 8 Student 25 Student 21 Student 18 Student 10 Student 16 Student 17 Student 15 Student 14 Student 13 Student 19 Student 23 Student 22
(45)
34 Student 28 Student 27 Student 26 Student 20 Student 12 17 Student 10
Her dream is
wining the match
Misformation Her dream is to win the match Student 19 Student 23 Student 27 Student 20 Student 18 Student 12 Student 7 Student 11 Student 24 Student 9
Student 28 Her dream is
winning the match Student 8
Student 25
Student 26
Her dream is
winding the match
18
Student 12
I want watching a ball game on TV
after dinner tonight
Misformation
I wantto watch a ball game on TV after
dinner tonight Student 11 Student 24 Student 10 Student 6 Student 16 Student 2 Student 17 Student 15 19 Student 22
Alice is not interested in to look for a new job
Misformation
Alice is not interested in looking for a new
job Student 5 Student 3 Student 14 Student 2 20
Student 14 The best way to increase your vocabulary is
practiceing using the words in
sentences
Misformation
The best way to increase your vocabulary is to practice using the words in sentences Student 26
Student 27 Student 12
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Student 3 The best way to increase your vocabulary is
practicing using the words in
sentences Student 25
Student 15
Student 17
The best way to increase your vocabulary is
praciticing using the words in
sentences
Based on table 4.4 in the area of misformation error, the most errors committed by the students is in number 16 (infinitive as subjective complements). It is because the students did not know the function of the sentences being tested; they just change the verb into gerund form. In the other hand, the verb should be changed into infinitive form.
Table 4.5
The Recapitulation of Error Types
No Error Types Frequency of Errors
Percentage of Errors
1 Omission 6 3.4
2 Addition 2 1.1
3 Misformation 170 95.5
Total 178 100
Based on the table above, it could be synthesized that the errors in misformation was the most frequent errors committed by the students with 170 errors or 95.5%. It is followed by errors in omission which consisted of 6 errors or
3.4%. The last is errors in addition with only 2 errors or 1.1%. According to the
result above, the most frequent errors is in misformation, the following table will describe total of misformation errors in using gerund and to infinitive based on
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36
each function. For further details, the descriptions of misformation errors made by the students will be presented in the table below:
Table 4.6
Total of Misformation Errors in Using Gerund and To Infinitive
No Grammar Area Tested Frequency
of Errors
Percentage of Errors
(%)
1 Misformation in
Using Gerund
As a Subject of a Sentence 3 1.7
As direct object of certain
verbs 44 24.7
As an object of a
preposition 31 17.4
2
Misformation in Using To Infinitive
Adjectives followed by
infinitive 27 15.2
As direct object of certain
verbs 20 11.2
As subjective complement 45 25.3
TOTAL 170 95.5
The table above describes that the most frequent error made by the students in using Gerund is when Gerund has a function as direct object of certain verbs with 44 errors or 24.7%, it means that the students are still do not know which verbs
are followed by the –ing form and which verbs are take the infinitive. There are
many certain verbs followed by gerund that should be memorized by the students, for that reasons the students still made some errors in using those forms. Then,
there are misformation errors in using gerund as an object of a preposition with
31 errors or 17.4%, and in using gerund as a subject of a sentence is only 3 errors or 1.7%.
Following misformation errors in using gerund and to infinitive, the most
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subjective complement with 45 errors or 25.3%, means that the students still confused in determining a sentence which has a function as subjective complement should be followed by to infinitive. Because of that reason, there are many students which used incorrect form. In addition, there are misformation
errors of adjectives followed by infinitive with 27 errors or 15.2%, and
misformation errors in infinitive as direct object of certain verbs with 20 errors or 11.2%. After explaining in details about misformation errors in using Gerund and To Infinitive, the writer then would like to figure out which the most frequent error made by the students, whether in using to infinitive or gerund, observe the following table:
Table 4.6
The Recapitulation of students’ errors
Students Omission Addition Misformation Misordering Total of Errors
1 - - 2 - 2
2 - - 2 - 2
3 - - 5 - 5
4 - - 2 - 2
5 1 - 4 - 5
6 - - 5 - 5
7 - - 11 - 11
8 1 - 4 - 5
9 - - 4 - 4
10 - - 9 - 9
11 1 - 5 - 6
12 - - 9 - 9
13 - - 6 - 6
14 1 - 8 - 9
15 - - 7 - 7
16 - - 5 - 5
17 - - 8 - 8
18 - - 5 - 5
19 - - 4 - 4
20 1 - 6 - 7
21 - - 4 - 4
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38
23 - - 7 - 7
24 1 - 6 - 7
25 - - 7 - 7
26 - - 5 - 5
27 - 1 8 - 9
28 - - 6 - 6
29 - - 6 - 6
30 - 1 3 - 4
Total 6 2 170 0 178
Based on the table above, it could be described that the students who made
minimum errors with 2 errors are “student 1, 2, and 4”. In contrast, the “student 7”
made maximum errors with 11 errors. From the table, the writer found that there were three types of error made by second grade students of SMAI Al- Kholidin in using gerund and to infinitive; they are omission, addition, and misformation. The total of all errors made by the students are 178 errors; they are 6 in omission, 2 in addition, and 170 in misformation.
b. Interview
To find out the causes of students‟ errors, the writer hold an interview
which focused on the sources of errors Brown proposed, they are: interlingualtransfer, intralingual transfer, and context of learning. The writer took 9 students as sample based on the highest, middle, and the lowest score. The interview consists of five questions, three questions concentrated to the causes of
errors, and the other two questions concentrated to the students‟ errors, in order to
support the result of the test, the students‟ responses to interview is presented
below, nevertheless, the interview sheet can be seen in appendix.
According to the data from the interview, it shows that the teacher actually has already taught the students about gerund and infinitive, and also both function. Moreover the teacher explained the material clearly. The students stated that to master the material about gerund and infinitive is quite difficult, because there are
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too many functions should be understood, moreover there are many verbs that should be remembered, so that it is not easy for them to master the material gerund and infinitive. Most of the students got difficulties in using gerund as the object after certain verb, because they still confused whether they should use the infinitive or gerund form after certain verbs.
In addition the students also gave a statement that they face difficulties in
mastering infinitive as subjective complement, many students made errors in this
function, they used gerund form.
Actually in students‟ statement when they were interviewed by the writer,
they stated that even though there is a similarity function in their native language
about “noun” same with one of function of gerund and infinitive, but there‟s no
significant problem if it is correlated with their difficulties in mastering gerund and infinitive, because they have learnt about it and the teacher also has taught them clearly.
B. Discussion
After identified and described the learners‟ errors, the writer got the result.
The findings show that the most frequent error in using gerund and to infinitive is
in the area of misformation error. Based on the result of the test, it proves that
there are many errors made by the students in this area. A higher percentage of
misformation errors is gained by the use of to infinitive rather than the use of
gerund.
Moreover, after discovered that there are many errors occurred in using gerund and to infinitive, the writer investigated what the most frequent error is. In interview section, many of the students said that the most difficult in the use of infinitive is in mastering infinitive as subjective complement, many students made errors in this function, they used gerund form. This data is supported by the result which has a higher percentage of misformation errors than other function of infinitive with 45 errors or 25.3%.
In addition, based on the data from interview, most of the students got
difficulties in using gerund as the object after certain verb, because they still
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40
This statement is also supported by the result of the test which is given by the writer, in part of gerund there is one function which obtained the higher
percentage of misformation error than other function; gerund as direct object of
certain verbs with 44 errors or 24.7%.
Finally, after describing what the most frequent error in using gerund and to infinitive, the writer then explained the causes of errors. In line with the result of interview above that the students committed errors in using gerund and to infinitive because of level of difficulties at target language being learnt by the students, so that it made the students difficult to master gerund and infinitive. Related to the sources of errors, the writer can take a conclusion that the cause of errors committed by the students lead with intralingual transfer, because those
errors occurred as a result of learners‟ effort to build up concepts about the target language itself.
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41
According to the data analysis in the preceding chapter, the writer concluded that the second year students of SMA I Al-Kholidin still committed errors in using gerund and infinitive, most of them still got difficulties in mastering both function.
Based on the table above, it could be synthesized that the errors in misformation was the most frequent errors committed by the students with 170 errors or 95.5%. Following the most frequent errors in misformation, the writer described total of misformation errors in using gerund and to infinitive based on
each function, the average of percentage of misformation errors in using to
infinitive that is obtained is 92 errors or 51.7%, whereas the average of percentage of misformation errors in using gerund is 78 errors or 43.8%. In details, the most
frequent error in using gerund functioning as direct object of certain verbs with
44 errors or 24.7%, then in infinitive the most frequent error is as subjective
complement with 45 errors or 25.3%.
Based on the findings, there are many errors committed by the students; it
shows that they still have difficulties in mastering gerund and infinitive.
Furthermore, based on students‟ response to interview, the writer summarize that the cause of errors‟ students made is intralingual transfer.
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B. Suggestion
Pointing at the result of the research, analysis of the errors, and the conclusion, the writer suggests that the students should improve their understanding in determining gerund or infinitive which appropriate to follow particular verbs, particular adjectives, and particular nouns. In other words, they must know and memorize which particular verbs, particular adjectives, and particular nouns that appropriate to precede gerund or infinitive.
The writer also suggests that the English teacher should give material concerning gerund and infinitive in detail and ask the students to do more exercise in order to improve their understanding in grammar generally and in using gerund and infinitive particularly.
For further research concerning gerund and infinitive is very expected and more relevant data will be very useful for the analysis process.
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Appendix 1: Test Instrument
Complete the sentences with the correct form, gerund or infinitive, of the words in parentheses
1. (ride) ____________ horses is fun
2. Tom offered (lend) _____________ me some money
3. Bill apologized for (interrupt) _______________ me
4. We were sorry (hear) ______________ the bad news
5. (walk) _______________ alone at night is dangerous
6. Bob finished (study) _______________ at midnight
7. I was surprised (see) _____________ Tom at the meeting
8. Would you mind (open) _______________ the window?
9. I‟ve decided (buy) ______________ a new car 10. (play) ______________ tennis is fun
11. I postponed (do) _______________ my homework
12. Maria always speeds on the expressway. She‟s certain (get) ______________ stopped by the police
13. We‟re excited about (go) _______________ to Tahiti
14. I can‟t wait(see) _______________ my family again! It‟s been a long time
15. They discussed (get) _______________ a new house
16. The only thing we can do is (call) ______________ the police
17. Her dream is (win) _____________ the match
18. I want (watch) _________________ a ball game on TV after dinner
tonight
19. Alice is not interested in (look) ________________ for a new job
20. The best way to increase your vocabulary is (practice) _____________
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Appendix 2: Answer Keys
ANSWER KEYS
1. Riding
2. To lend
3. interrupting
4. to hear
5. walking
6. studying
7. to see
8. opening
9. to buy
10.playing
11.doing
12.to get
13.going
14.to see
15.getting
16.to call
17.to win
18.to watch
19.looking
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Appendix 3: Transcription of Interview Questions The Questions of the Interview
1. Bagaimana pendapatmu tentang materi gerund dan infinitive? Apakah sulit atau
mudah?
2. Pada aspek ata bagian mana kamu kesulitan memahami atau menggunakan
gerund dan infinitive? Apakah pola v+ing/to+v1, penguasaan kata kerja, atau
pemahaman fungsi gerund dan to infinitive ?
3. Dari fungsi – fungsi gerund dan to infinitive, mana fungsi yang lebih sulit untuk
difahami?
4. Menurut kamu apakah dalam bahasa indonesia terdapat fungsi kalimat seperti
gerund dan to infinitive? Jika da, apakah bahasa indonesia berpengaruh terhadap kesulitan anda dalam memahami gerund dan to infinitive?
5. Menurut kamu, bagaimana cara guru kamu menjelaskan materi gerund dan to
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Appendix 4: Result of the Interview
Transcription of Interview Result
1. Bagaimana pendapatmu tentang materi gerund dan infinitive? Apakah sulit atau
mudah?
Student 1 : Cukup sulit
Student 3 : Sulit
Student 4 : Sulit
Student 11 : Cukup sulit
Student 12 : Cukup sulit
Student 13 : Sedikit sulit
Student 21 : Cukup mudah
Student 22 : Mudah
Student 23 : Mudah setelah difahami
2. Pada aspek ata bagian mana kamu kesulitan memahami atau menggunakan
gerund dan infinitive? Apakah pola v+ing/to+v1, penguasaan kata kerja, atau
pemahaman fungsi gerund dan to infinitive ?
Student 1 : Aspek kesulitan yang saya alami dalam memahami materi
gerund dan to infinitive itu sama, yaitu dalam pemahaman fungsinya.
Student 3 : Pada pemahaman fungsinya saya masih kesulitan memahami
Student 4 : Saya agak sulit menggunakan gerund, karena ada beberapa
verb yang menurut saya tidak pernah saya temukan apabila ditambahkan “ing”
Student 11 : Pemahaman fungsi gerund dan to infinitive, karena terlalu
banyak
Student 12 : Pada bagian pemahaman fungsi gerund dan to infinitive
Student 13 : Penguasaan kata kerja
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Student 22 : gerund dan to infinitive tingkat pemahamannya sama
mudahnya
Student 23 : Penguasaan kata kerja
3. Dari fungsi – fungsi gerund dan to infinitive, mana fungsi yang lebih sulit untuk
difahami?
Student 1 : Gerund sebagai objek setelah kata kerja tertentu
Student 3 : Fungsi yang paling sulit itu gerund sebagai objek setelah kata
kerja tertentu, susah menghafal kata kerjanya
Student 4 : Gerund dengan pola verb+ing
Student 11 : Sebenarnya si sulit semua, tapi yang paling sulit itu
penggunaan to infinitive sebagai subjective complement, karena ngga ngerti.
Student 12 : Pemahaman fungsi gerund sebagai objek setelah kata kerja
tertentu, dan to infinitive sebagai subjective complement
Student 13 : Objek dalam kalimat
Student 21 : Menurut saya diantara gerund dan to infinitive mudah
difahami
Student 22 : Gerund setelah preposisi menurut saya cukup sulit
Student 23 : Tidak ada yang sulit
4. Menurut kamu apakah dalam bahasa indonesia terdapat fungsi kalimat seperti
gerund dan to infinitive? Jika da, apakah bahasa indonesia berpengaruh terhadap kesulitan anda dalam memahami gerund dan to infinitive?
Student 1 : Ada, berpengaruh untuk menambah pemahaman saya
tentang gerund dan to infinitive
Student 3 : Ada, dan berpengaruh
Student 4 : Ada, tapi atrannya beda jadi susah fahamnya
Student 11 : Ada, tapi ngga berpengaruh
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Student 13 : Ada, sebagai kata benda. Tapi di bahasa inggris beda aturannya lagi jadi ngga ada pengaruhnya
Student 21 : Ada tapi ngga berpengaruh
Student 22 : Ada, namun sama sekali tidak mempengaruhi kesulitan saya
Student 23 :Ada, tidak
5. Menurut kamu, bagaimana cara guru kamu menjelaskan materi gerund dan to
infinitive? Jelas atau tidak?
Student 1 : Cukup jelas
Student 3 : Jelas
Student 4 : Lumayan jelas suaranya juga kenceng
Student 11 : Jelas dan bisa difahami
Student 12 : Cukup jelas.
Student 13 : Jelas
Student 21 : Sangat jelas suaranya juga keras
Student 22 : Jelas, karena guru ngejelasin materi gerund dan to infinitive
dengan baik
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Appendix 5 : Test of validity
Item-Total Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Corrected Item-Total Correlation
Squared Multiple Correlation
Cronbach's Alpha if Item
Deleted
VAR00001 50.50 56.500 -.013 . .590
VAR00003 51.70 42.011 .657 . .427
VAR00006 52.70 48.900 .312 . .517
VAR00007 50.50 47.389 .383 . .499
VAR00008 49.70 56.011 .596 . .535
VAR00011 52.80 53.067 .123 . .561
VAR00012 52.60 51.822 .189 . .545
VAR00013 50.10 53.433 .210 . .540
VAR00015 49.80 60.844 -.318 . .579
VAR00016 50.10 55.656 .381 . .535
VAR00017 50.40 47.822 .565 . .476
VAR00018 49.80 58.178 .090 . .556
VAR00019 50.70 50.678 .251 . .531
VAR00020 49.70 58.233 .124 . .555
VAR00021 50.40 57.156 -.042 . .597
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VAR00023 49.80 58.178 .090 . .556
VAR00024 49.80 57.067 .265 . .547
Reliability Statistics
Cronbach's Alpha
Cronbach's Alpha Based on
Standardized
Items N of Items
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