An error analysis in learning gerund at the third grade of SMP Al-Fath Cirendeu (A case study at the Third grade of SMP Al-Fath Cirendeu)

AN ERROR ANALYSIS IN LEARNING GERUND AT THE

FIRST GRADE OF SMP AL FATH CIRENDEU

(A case study at the thired grade of SMP Al fath Cirendeu)

By:

Lusi Agriyanti MZH NIM. 207014000268

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

AN ERROR ANALYSIS IN LEARNING GERUND AT THE FIRST

GRADE OF SMP AL FATH CIRENDEU

(A case study at the thired grade of SMP Al Fath Cirendeu)

By:

LusiAgriyanti MZH

207014000268

Approved by Adviso

r:

Drs. Nasifuddin Djalil, M.Ag

NIP. 19560506 199003 1 002

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF

TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

Agriyanti, Lusi. 2014. AN ERROR ANALYSIS IN LEARNING GERUND AT THE FIRST GRADE OF SMP ISLAMIYAH CIPUTAT. A Case Study at the Third Grade of SMP Al-Fath Cirendeu. Skripsi, English Education Department Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta.

Advisor: Drs. Nasifuddin Djalil, M. Ag.

Key words: Error Analysis, Learning Gerund, SMP Al-fath Cireudeu.

The purposes of this skripsi is to error analysis in learning gerund of the third grade of SMP Al-fath Cirendeu, in this research used qualitative method. The research asked the students war able to use the correct gerund form, by using test form choose the correct answer by crossing a, b, c, or d on the answer sheet, and it is used as the materials of this research. This research to find out the error of theirs learning gerund.

The result of the study indicating that there are some error such as grammatical, gerund as subject of a sentence, gerund as object of preposition, gerund as direct object of certain verbs, and gerund as the complement of a sentence. From the classification result the researcher get the data of the student‟s errors. The errors in gerund as subject of a sentence are: 66, gerund as object of preposition: 78, gerund as direct object of certain verbs: 76, gerund as the complement of a sentence: 68. These cases are used as source of study for teachers, researcher and students so in the future errors will not repeat again.

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ACKNOWLADGEMENT

In the name of Allah the Beneficent and the Merciful

All praise be to Allah SWT, the lord of the worlds, who has geven the

health and strangth to yhe writer in completing this “skripsi”. May Allah‟s has

peace, blessing and invocation be upon His final Prophet and Massanger, Muhammad, his family his companies, and his followers.

This “skripsi” is presented to the English Department of Tarbiyah and Teachers‟ Training Faculty of State Islamic University Syarif Hidayatullah

Jakarta, as a partial fulfillment of the requirement for the degree of first strata in English Language Education.

It is the great honor for the writer to make acknowladgement of indebtedness to convey her sincere gratitude to Drs. Nasifuddin Djalil, M.Ag, who has patiently given valuable advice and guidance, also for his time, contribution to

finalize this “skripsi”.

Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only an

effort by her self alone, there are many “hands” help her. In this accosion, she

presents great honor to:

1. Nurlena Rifa‟I, MA. Ph, D., as the Dean of Faculty of Tarbiyah and Teacher Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd., as the Chairman of English Education Department. 3. Zahril Anasy, M.Hum., as the secretary of English Education Department. 4. All lecturers in English Education Department, who introduce the world of

education and have given contribution, support and have been being a good role model for the writer whose name can not be mentioned one by one.

5. The staff and officers of English Education Department, Faculty of Tarbiya, State Islamic University Syarif Hidayatullah.

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6. Dra. Ninik Haryani, M.Pd., as the head Master of SMP Al-fath Cireundeu who have given the writer an opportunity to do research in the school and special thanks for student grade nine of junior high school for their respondent of this research.

7. Dian Hd. Shavitrie, S.Pd., as the Head Master of the Kindergarten Al-fath BSD, where the written has been given permission for finishing my skripsi.

8. My beloved parents (Madtohir and Hajariah), sister (Masyanti, Masnawati and Puput), and my boyfriend (Ahmad Asep Suhendi) who always encourage the writer with all of their heart, also for their support, advice and motivation.

9. All of my friends, B class in English Department year 2007, and also all of my friends in KB-TK Al-fath BSD; thank you very much for giving support, sharing their time and being good friends.

The world are not enaugh to say appreciate for their help and contribution in writing this skripsi. May Allah SWT, the Almighty bless them all. Familly, the writer relizes that this skripsi is not perfect yet. Therefore, the writer would like to accept crities and suggestions from everyone who reads this skripsi.

Jakarta, 30 April 2014 The writer

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TABLES OF CONTENTS

TITLE

SURAT PERNYATAAN KARYA SENDIRI APPROVAL

ENDROSEMENT OF EXAMINATION COMMITTEE

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... v

CHAPTER I ... 1

INTRODUCTION ... 1

A. Background of Study ... 1

B. Limitation of Study ... 4

C. Formulation of Study ... 4

D. Significance of Study ... 5

CHAPTER II ... 6

THEORETICAL FRAMWORK ... 6

A.Error Analysis ... 6

1. Definition of Error... 7

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3. Cause of Error ... 9

4. Procedure of Error Analysis ... 11

B. Grammar ... 12

1. The definition of Gerund ... 12

2. Tense ... 14

3. Kind of Verbal... 15

4. The Use of Grammar in teaching and Learning ... 18

B. Gerund ... 20

1. The Definition of Gerund ... 20

2. Form of Gerund ... 21

3. Kinds of Difficulties in Learning Gerund ... 24

CHAPTER III ... 25

RESEARCH METHODOLOGY ... 25

A. The Purposes of the research ... 25

B. Place and Time of Study ... 25

C. Method of the Study ... 25

D. Population and Sample ... 26

E. Technique of Date Collection ... 26

F. Technique of Date Analysis ... 27

CHAPTER IV ... 28

RESEARCH FINDING ... 28

vi

B. data Analysis ... 30

C. Data Interpretation ... 35

CHAPTER V ...

36

CONCLUSION AND SUGGESTION ...

36

A. Conclusion ... 36

B. Suggestion ... 36

BIBLIOGRAPHY ... 37

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LIST OF TABLES

1. Table4.1 Area tested of form and usage in gerund ... 28 2. Table 4.2 Students‟ score of test result ... 29 3. Table 4.3 Frequency of Error in Gerund as Subject of a

Sentence ... 31 4. Table 4.4 Frequency of Error in Gerund as Object of

Preposition ... 32

5. Table 4.5 Frequency of Error in Gerund As Direct Object of Certain

Verbs ... 33

6. Table 4.6 Frequency of Error in Gerund as the Complement of a

Sentence ... 34

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter consists of supporting theory to the topic; there are three parts and every part has sub topic to describe. Part A. Error Analysis, which is describing definition of Error, The difference between Error and Mistake, Cause of Error, and types of Error. Part B. is Grammar, which is describing definition of Grammar, Tense, Kind of Verbal and Use of Grammar in Teaching and Learning. Part C is Gerund, as introductory, that is giving an understanding about defination of Gerund.

A. Error Analysis

Error is something difficult to avoid for beginner in learning language peocess, it is natural part of language learning. Learning the second language is a process unlike learning the first language, learner will directly connect with such a new vocabulary, a new grammatical pattern and foreign pronunciation which differ from the first language. Error alwys occurs although the best effort has been done. Therefore, when they try to speak or write the target language, it is inevitable for them to produce many errors.

The study of learner‟s error is called by the linguist as error analysis. It is a

way of looking at errors made by the learners of the target language. Error analysis is an independent source of valid data. It provides information on

students‟ errors, which in turn helps teachers to correct students‟ errors, and also

improves the effectiveness of their teaching. Apparently errors give sign to teacher and researchers how target language learning is successfully achieved.

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1. Definition of Error

To analyze the learners‟errors in proper perspective is very crucial to know distinction between error and mistake. Error and mistake are not the same.

Error analysis was one of the first methods used to investigate learner language1. It is made for a new pressure in the difficulty of students‟ understanding in learning second language.

When we learn our first language, we face the universe directly and learn to cover it with speech, when we learn a second language; we tend to filter the universe through the language we already know2. It means when students learn their second language, it will not be much easier than when they learn their first language.

Learning a second language is a long and complex work. Making all of us to be struggle beyond the confines of the first language and trying to reach a new language, new ways of thinking, feeling and acting. So that sometimes student making mistake and error in their study.

Brown claims, “Learning is fundamentally a process that involves the making of mistakes, misjudgments, miscalculations, and erroneous assumptions

form an important of aspect learning virtually any skill or acquiring information”3 . It means that errors or mistakes are inevitable. In learning language, errors and mistakes are considered as the part of process in acquiring the target language.

Mistake and error have the same significance meaning but it‟s different in

the meaning of sense. Mistake is error performance, while error is including to error of competence4.To know more about error and how it difference with mistake, it will be explained in this following part

1

Rod Ellish, Second Language Acquisition, Oxford: Oxford University Press, 2008, P. 62

2

Robert Paul, Understanding English, Harfers& Brothers published, New York, 1985. P. 68

3

D Brown H, Principles of Language Learning and Teaching fifth edition, Pearson longman, San Fransisco state university. P. 257

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In an article that writer had read, she found a different meaning about error from some linguist theory:

After some theories giving their explanation above, the writer could say that mistakes are reflecting processing failure that arise as a result of plans and memory limitation while errors are the result of variant as a result of lack knowledge, moreover error cannot be self corrected, because they reflect the

student‟s competence in the target language. so making error is not big problem in

learning second language. Error can be interference for some factor, where it will be given in the next following part.

2. The difference between Error and Mistake

To get clear understanding about error, it is better to explain the distinction between error and mistake. Error is field side of learner speech caused by a competence factor; indeed that the students do not understand well the use of the target language linguistic system yet, so error could happen consistantly. But mistake in language is inconsistent deviation caused by performance factors, e.g.; the slip of tongue.

According to S. Pit Corder “ mistake refers to a performance error, such as a fatigue and inattention, meanwhile error it self is one caused by lack of language rule knowladge (competence factor).5 A slip is what a leraner can self correct, and error is what a lerner self cannot correct.

Errors are caused by lack of knowledge about the target language or by incorrect hypothesis about it. Errors are noticeable and can not be self corrected. There are deviations from the adult grammar of native speaker and reflect the competence of the learner errors reveal the portion of the learner‟s competence in the target language.6

5

S. Pit Corder in Douglas Brown, Technique in Applied linguistic, (Oxford University Press 1974), p.139

6

H. Douglas Brown, Principle of Language Learning and Teaching, (New York: Prentice Hall Regents , 1987), p.217

8

Mistake are caused by temporary lapses of memory, confusion, and slip of the tongue and so on.7 A mistake refers to a performance error that is either a

random guess or a „slip‟. It is the result of some sort temporary breakdown or

imperfection in the process of producing speech and when attention is called to it, mistake can be self corrected. Julian Edge, in harmer, suggests that mistake can be divided in two broad categories: ,slips‟ and „attempts‟. Slips are mistakes which students can correct themselves and which therefore need explanation, while attempts are mistakes committed when students try to say something but do not yet know the correct way of saying it.8

In other book, an error, a noticeable deviation from the adult grammar of native speaker, reflects the competence of the learner9. For example students learn personal pronoun, where it different between subject and object of word I. If students are asked to fill a blank sentence … go to school and he invited …. if they have to use a word I, may be in the first sentence they will be right but in second word it will be wrong, the second word need word me where it is an object of I.

3. Couse of Error

Error occure from many reasons, one obvious cause is interference from te native language. One of strategies to prevent students from making the same error is by looking at the causes of error itself.

According to Jeremy Harmer there are two distinct causes for the errors which most if not all students make at various stages:

 L1 interference: students who learn English as a second lnguage already have a deep knowledge of at least one other language, and where L1 and English come into contract with each other there are often

confusions which provoke errors in learner‟s use of English.

7

Eter Hubbard et. al. A Training Course for TOFEL, (New York: Oxford University. Press, 1983), p. 134.

8

Jeremy Harmer, The practice of English Language Teaching, (London: Longman, 2001), Third Edition, p.99.

9

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 Developmental errors: for a long time now researchers in child

language development have been aware of the phenomenon of „over

-generalization‟. This is best described as a situation where a while who stars by saying Daddy went, They came, etc. Perfectly correctly suddenly starts saying *Daddy goed and *They comed. What seems to

be happening is that the child starts to „over-generalize‟ a new rules that has been (subconsciously) learnt, and as a rusult even makes mistakes with things that he or she knew before.10

Pit Corder claims that there are three major causes of error, which he labels „transfer errors‟, „analogical errors‟, and „teching-induced errors‟. While Hubbard proposes the same categories with different names, they are:11

a. Mother-tongue interference

Although young children appear to be able to learn a foreign language quite easily and to produce new sounds very effectively, older learners exsperience considerable difficulty. The sound system (phonology) and the

grammar of the first language and this leads to a „foreign‟pronunciation,

faulty grammar pattern and, occasionally, to the wrong choice of vocabulary. b. Overgeneralization

The mentalist theory claims that errors are inevitable because they reflect various stage in the language development of the learner. It claims that the learner processes new language data in his mind and produce rules from it froductions, based on the evidance. Where the data are inadequate, or te evidance only patial, such rules many produce incorrect pattern.

c. Errors encouraged by teaching material or method

The teaching material or method can also contribute to the students errors. Behavirisem ays error is evidance of failure, or ineffective teaching or lack of control. If material is well chasen, graded and presented with meticulous care, there should never be any error.

10

Jeremy Harmer. The Practice of English Language Teaching...., p. 99-100

11

Petter Hubbard, et al., Training Course for TEFL (New york: Oxford University Press, 1983), p. 140-142

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Although making errors is humans but it is important to know why it happens. Every results have some process that is the same as learning foreign language, to get a real understanding students will be faced by an error in their process study while it called error.

It has been argued that errors as being caused only by the interference of the first language. However, some linguists above have explained that the target language and other sources may cause errors as well.

When students passed an error, it means they get some processes that bring them to the real understanding, which means error also has a function in learning second language. In following part writer will give some function of error analysis in learning second language.

4. Procedure of Error Analysis

Student‟s error may be distinguished as follows:

1. Errors of performance are unsystematic and not very serious, because the

students‟ themeselves can correct them when their attention is drawn to

them. These errors are attributed to carelassness. Lapse of memory, ill health, emotional state, etc., and they should not worry us.

2. Error of competence are persistence and systematic and in consequence serious,and their treatment calls for carefull analysis to discover their

cause.these erorrs represent the learners‟traditional competense.12

These are distinguished types of erorrs the learners made,of the most common are :

a. Omitting grammatical morphemes,which are items that do not contribute much to the meaning of sentences,as in:she hit car

b. Double marking a smantic features (e.g. past tense) when only one marker is required as in: She did not went back

12

Nicos N. Michaelides, Error Analysis; An Aid to teaching, English Teaching Forum Vol. XXVIII No. 4 (Oct, 1990), p. 28

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c. Regularizing rules, as in woman for women

d. Using archiforms-one from in place of several – such as the use of her for both she and her, as I see her yesterday. Her dance with my brother

e. Using two or more forms in random alternation, even though the language requires the use of each only under certain conditions, as in the random use of he and she regardless of the gender of the person of interest.

f. Misordering items in constructions that require a reversal of word-order rules that had been previously acquired, as in what are you doing?, or misplacing items that may correctly placed in more than one place in the sentence, as in they are all the time late.13

The first step in the process of analysis is the identification and description of errors. Corder provided a model for identifying erroneous or idiosyncratic utterances in a second language. According to Corder‟s model, any sentences uttered by the learner and subsequently transcribed can be analysed for idiosyncrasies. A major distinction is made at the outset between overt and covert errors. Overtly erroneous utterances are unquestionably ungrammatical at the sentence level. Covertly erroneous utterances are grammatically well formed at the sentences level but are not interpretable within the context of communication. Covert errors, in other words, are not really covert at all if you attend to surrounding discourse (before or after the utterance)14.

B.

Grammar

1. The definition of grammar

The world of grammar has many meanings, some popular and some technical. Grammar is one of language aspects that must be learned when the students are learning a language, beside vocabulary and pronounciation.

Grammar is the natural, inhereant meaning-making system of the language, a system that governs the way words come together to form meaning;

13

Heidid Dully et L,. Language Two (Oxford: Oxford University Press, 1982), p. 138-139

14

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grammar is also the study of that system, the various theories or perspective that attempt to understand and describe it.15

According to David Crystal in the Cambbridge Encyclopedia of Language,

“Grammar is a davice of some sort for froducing the sentences of the language under analysis.”16

David Nunan defined in Second Language Teaching and Learning

Grammar as “A description of the structure of a language and the way which

linguistic unit such as words and phrases are combined to produce sentences in the language.”17

According to Nelson Francis, he interprets grammar in three common ways as follows:

a. Grammar is “the set of formal pattern in which the words of language area arranged in order to convey larger meaning”.

b. Grammar is “the branch of linguistic scince which is concerned with the description, analysis and formulization of formal language patters”.

c. Grammar is “ linguistic etiquette”. Linguistic in its worst embalams, crorcthey, antiquated rules, many of them purely imaginary, even in their origin.18

The knowladge of Grammar is very important to what will be said and interpreted correctly. It also enables someone to make statements about how to use his/her language. According to J. Donal Bowen in his book, Grammar is the

15 Craig Hancock, Meaning-Centered Grammar, (London: Equinock Publishing ltd, 2005), p. 6.

16

David Crystal, The Cambridge Encyclopedia of Language, (New York: Cambridge University Press, 2003), 2nd, p. 88.

17

David Nunan, defined in Second Language Teaching and Learning, (Boston: Heinle publisher, 1999), p. 97

18_{S. Wododo, “The Role of Grammar in Studying English, Journal English Education,}

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rules by which someone puts together meaningful words and parts of words of a language to communicate massages that are comprehensible.19

From all adfinition above, it can be explained that grammar is the study of the systematic rules which describe the way words change their form and are combined into good sentences. It is as a tool that must be learnt by students to master English.

2. Tense

The word “tense” is derived ultimately form the Latin word Tempus. Its

meaning is time. Tense commonly refers to the times of the situation, which relates to the situation of Utterance or at the moment of speaking. For example, the commonest tenses found in language are peresent, past tense, and future tense. A situation described in the present tense is related as simultaneous with the moment of speaking (John is singing); the situation described in the past as related to the prior moment of speaking (John was singing); while the situation described in the future as related subsequent to the moment of speaking (John will sing). Since tense refers to the time of the situation which relates to the situation of the

utterance or relates the content ofthe message to the speaker in items of the”here and now”, it can be described as “deictic”.20

In Oxford Dictionary, tense is a form taken by a verb to indicate the time at which the action or state is viewed as occurring: the quality of a verb expressed.21 One of the forms which a verb takes by inflection or by adding auxiliary words, is to indicate the time of the action or event signified; the modification which verbs undergo for the indication of time. The tenses choosed depend on how to consider the event. It is finished, or there is still a connection to the present.

19

J, Donal Bowen, “TESOL Technic and Procedures”, (Cambridge: New Burry Publisher,1992), p. 161

20

www. Humnet. Ucla.Edu/humnet/aspect.hausa-onlie-grammar/tenses/tenses html

21

Sylvia Chalker and Edmund Weiner, “Oxford Dictionary of English Grammar”, (New York: Oxford Dictionary Press, 1994). P. 395.

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In grammar, tense is a category that locates a situation in time, to indicate when the situation takes place. Tense is the grammaticalisation of time reference, often using three basic categories of "before now", i.e. the past; "now", i.e. the present; and "after now", i.e. the future. The "unmarked" reference for tense is the temporal distance from the time of utterance, the "here and now", this being absolute-tense. Relative-tense indicates temporal distance from a point of time established in the discourse that is not the present, i.e. reference to a point in the past or future, such as the future-in-future, or the future of the future (at some time in the future after the reference point, which is in the future) and future-in-past or future of the past (at some time after a point in the past, with the reference point being a point in the past).22

The term tense is therefore at times used in language descriptions to represent any combination of tense proper, aspect, and mood, as many languages include more than one such reference in portmanteau TAM (tense–aspect–mood) affixes or verb forms. Conversely, languages that grammaticalise aspect can have tense as a secondary use of an aspect. Verbs can also be marked for both mood and tense together, such as the present subjunctive (So be it) and the past subjunctive (Were it so), or all three, such as the past perfect subjunctive (Had it been so).

In talking about tense, it is not only focused on the time of the situation that is being described but also "tense is usually defined as relating to the time of the action, event, or state"23 and some grammarians also use the term "gerund" more loosely to refer to any verb form when it is functioning as a noun.24

3. Kind of Verbal

A verbal is a noun or adjective formed from a verb. Writers sometimes make mistakes by using a verbal in place of a verb, and in very formal writing, by confusing different types of verbals. This section covers three different verbals:

22

http://en.wikipedia.org/wiki/Grammatical_tense 23

Lurie Baure, “English Word Formation”, (Great Britain: Cambridge University Press, 1983), p. 157

24

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the participle (which acts as an adjective), the gerund (which acts as a noun), and the infinitive (which also acts as a noun).25

The present participle is a participle that ends in ing. It can be used with the auxilliary verb 'to be' to form the continuous tense. It always takes the „ing‟ form of the verb, even irregular verbs have an „ing‟ form, in fact virtually all

English words that end with „ing‟ are present participles.26 For example:

I am learning English. (Learning is part of the continuous verb phrase 'am learning')

We were running through the woods. (Running is part of the continuous verb phrase 'were running' ).

It can also be used as an adjective. For example:

As an adjective: I am a working woman. (Working is used here as an adjective.)

The present participle can also be used as a noun denoting the action of a verb, a gerund. But the present participle can be used as a verb or an adjective whilst the gerund is used as a noun. Gerunds are used after prepositions, but not usually after 'to'. The gerund looks identical to the present participle, which is used after the auxiliary verb 'to be', but are not the same as they do not function as main verbs. Gerunds are used after certain words and expressions, as is the infinitive, so it is useful to try to learn which form an adjective, etc., takes.

There is three types of verbals

The verbals are gerund, infinitive, and participle.

A gerund is a verbal that ends in-“ing” and functions as a noun. Gerund may take objects, complements, or modifiers.

 Here are some examples of gerunds: a. "Borrowing money is usually a mistake."

25

http://www.writingcentre.uottawa.ca/hypergrammar/verbals.html

26

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In this sentence, "borrowing" is a gerund. It is the subject of the sentence. "Money" is the object of the gerund.

b. "Seeing is believing."

In this example, there are two gerunds. The first, "seeing," is the subject of the sentence. The second, "believing," is the subject complement.

c. "I enjoy studying biology."

In this example, the gerund is "studying." The object of the gerund is "biology."

The infinitive is usually composed of the word "to" plus the present form of a verb. Infinitives are used as nouns, adjectives or adverbs. They can have subjects, objects, complements or modifiers.

 Here are some examples of infinitives: a. "Hal wanted to open the present."

In this sentence, the infinitive is "to open". The infinitive phrase is the object of the verb "wanted" and "present" is the object of the infinitive. b. "Language to suit the occasion is best."

In this example, the infinitive is "to suit." It is used as an adjective modifying the noun "language," the object of the infinitive is "occasion." c. "I nodded to show respect."

In this example, the infinitive is "to show" which is used as an adverb modifying the verb "nodded." The noun "respect" is the object of the infinitive.

The participle verbal is used as an adjective and can take an object, a complement or modifiers.

 Here are some examples of participle:

a. "The prisoner carrying the heaviest load toppled forward."

In this example, the participle is "carrying." It modifies the noun "prisoner." Its object is "load."

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In this example, the participle is "covered" which modifies the noun "bridge."

c. "The spaghetti, tasting good to everyone, was a popular choice."

In this example, the participle is "tasting." The complement is "good." "Tasting" modifies the noun "spaghetti."

4. The Use of Grammar in Teaching and Learnig

Penny Ur has given her opinion that there is no doubt that knowledge implicit or explicit of grammatical rules is essential for the mastery of a language. One cannot use words unless he knows how they should be put together.27

When teachers teach type of structures, they are getting their students to learn quite a large number of defferent, though related, bits of knowladge and skills how to recognize the example of the structure when spoken, how to identify its written form, how to understand its meaning in context, and produce meaningful sentences using it. All the defferentiations may be presented in the form of a table made by Penny Ur:

Table 2.1

Aspect of Teaching/Learning of Structures

27

Penny Ur, Grammar Practice Activities, (New York: Cambridge University Press, 1988) p. 4

Language

Skills Form Meaning

Listening

Speaking

Perception and recognition of the spoken form of the structure

Production of well-formed examples in speech

Comprehension of what the spoken structure means in context

Use of the structure to convey meanings in speech

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Some teachers, and the course book they use, have tendency to concentrate on some of these and neglect other: they may spend a lot of time on getting the forms right and neglect to give practice in using the structure to comvey meanings or they may focus on written exercises and fail to cover the oral aspects satisfactorily. It is important to keep a balance, taking into account, of course, the needs of the particular class being taught.

In the organization of grammar teaching, there is a generalization about the best way to teach grammar. It is what kinds of teaching procedures should be used, and in what order will have to take into account both the wide range of knowledge and skills that need to be taught and the variety of different kinds of structures subsumed under the heading of grammar. The organization of usage suggested here to represent is only a general framework into which a very wide variety of the teaching techniques will fit. As Penny Ur wrote in her book, she suggests four stages: presentation, isolation and explanatory, practices, and text.28

Since the development of Communicative Language Teaching (CLT) in the mid – 1970, grammar teaching has tened to be associated with a more or less discredited approach to second language teaching (often labeled the structural approach), in which syllables consisted of a progression of doscreted grammatic item to be mastered one after another and methodology consisted largely of the presentation of rules and example sentences followed by extensive drilling of the

28

Penny, op. Cit., p.7

Reading

Writing

Perception and recognition of the written form

Production of well-formed examples in writing

Comprehension of what the written structure means in context

Use of the structure to convey meanings in writing

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grammatical patterns. Such an approach did not, it has been argued, enable learners to use the language to communicate appropriately in real contexts.29

Without grammar, learners can communicate effectively only a limited number of situations. So, many linguistis and researchers have given support to grammar instruction in ESL and EFL language teaching and learning; grammar is viewed as one of component of communicative competence. Grammar is used to interpret and convey literal meaning of utterances. So it keeps an important role in English communication.

C. Gerund

1. The defination of Gerund

The gerund is identical in form to the present participle (ending in -ing) and can behave as a verb within a clause (so that it may be modified by an adverb or have an object), but the clause as a whole (sometimes consisting of only one word, the gerund itself) acts as a noun within the larger sentence. For example: Eating this cake is easy.

In "Eating this cake is easy," "eating this cake," although traditionally known as a phrase, is referred to as a non-finite clause in modern linguistics. "Eating" is the verb in the clause, while "this cake" is the object of the verb. "Eating this cake" acts as a noun phrase within the sentence as a whole, though; the subject of the sentence is the non-finite clause, specifically eating.

Definition above can be concluded that gerund is the – ing form of verb, used as a noun, so it can function as subject of a sentence, as object of preposition, and as the complement of a sentence.

29

Graham Lock, Functional Englis Grammar, (Australia: Cambridge University Press, 1997) p.265

20

2. The Form of Gerund

The gerund is the – ing form of the verb used as a noun. Notice that the gerund has the same form as the present participle. However, it functions differently in the sentence. Gerund is always a noun and can function in many noun position.30

According to Betty Schramper Azar gerund is the-ing form of a verb used as a noun. A gerund is used in the same ways as a noun, i.e., as a subject or an object. 31

 Gerund as subjek :

Learning foreign languages is hard work Swimming is hobby

 Gerund as objek :

Some people don‟t like flying He enjoys reading novel I finish writing letter

Word Learning and swimming is the gerund as it is the subject of the sentence and word flying, reading and writing is its object.

A Gerund is a base verb + -ing that works like a noun. For example, a gerund can be subject or an object in a sentence.

Gerund as subject

Gerund Subject Verb

Painting is my favorite hobby.

Scuba diving takes a lot of money

30

George E. Wishon and Julia M. Burks, Let‟s write English, Revised Edition, (London: Longman Group UK Limited, 1992) p. 268

31

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

21

Gerund as object

Subject Verb Gerund Object

I enjoy Painting

He stoped Cycling

A gerund is always singuler. When one gerund is the subject of a sntence, it takes a singular verb.

Painting makes me happy.

But if two gerunds from a subject, the verb is plural. Cycling and diving are my favorite sport.32

So, a gerund replaces the noun in a sentence so that the verbal is the subject. Michel Swan defined that gerund is the – ing form of a verb, used like a noun (for instance, as the subject of sentences, or after a preposition).33

"A gerund is derived from a verb by adding the suffix -ing. The result is still a verb, and it exhibits ordinary verbal properties, such as taking objects and adverbs. Example: In football, deliberately tripping an opponent is a foul. Here the verb trip occurs in its gerund form tripping, but this tripping is still a verb: it takes the adverb deliberately and the object an opponent. However, the entire phrase deliberately tripping an opponent, because of the gerund within it, now functions as a noun phrase, in this case as the subject of the sentence. So, a gerund is still a verb, but the phrase built around it is nominal, not verbal.34.

Gerunds as Subject, Object or Complement.35

Like nouns, gerunds can be the subject, object or complement of a sentence:

 Smoking costs a lot of money.

 I don't like writing.

 My favourite occupation is reading.

32

Milada Broukal, Grammar form and function 3B (New York: 2005).

33

Michel Swan, Practical English Usage (New York: Oxford University Press, 1983) p. xvi

34

http://grammar.about.com/od/fh/g/gerundterm.htm

35

22

But, like a verb, a gerund can also have an object itself. In this case, the whole expression [gerund + object] can be the subject, object or complement of the sentence.

 Smoking cigarettes costs a lot of money.

 I don't like writing letters.

 My favourite occupation is reading detective stories.

Like nouns, gerunds can be used with adjectives (including articles and other determiners):

 pointless questioning

 a settling of debts

 the making of Titanic

 his drinking of alcohol

But when a gerund is used with an article, it does not usually take a direct object:

 A settling of debts (not a settling debts)

 Making "Titanic" was expensive.

 The making of "Titanic" was expensive.

"Gerund" is the term used to refer to a certain Latin verb form that could function as a noun.

Nowadays, the term generally is used to refer to the present participle in English and the verbal present participle of Spanish. These are the verb forms that end in '-ing" in English and -ando or -iendo in Spanish. In both languages, the gerund is used to form the progressive or continuous tenses. Noted that while the English gerund can be and frequently is used as a noun, the Spanish gerund does not function as a noun.

3. Kinds of Difficulties in Learning Gerund

In the chapter one mentioned the students usually find the difficulties when they learn gerund. Most of them fine the difficulties because of their

23

own language, they also confused in the differences between using infinitive and gerund in the sentence. Betty Schrampfer Azar said that some verbs can be followed by either infinitive or gerund, sometimes with no difference in meaning and sometimes with a difference meaning.36

36

24

CHAPTER III

RESEARCH METHODOLOGY

This section is going to explain the methodology of research used in this

‘skripsi’ which is related to purpose of the research, place and time of the study, method of the study, population and sample, instrument of the research, technique of data collecting, and technique of data analysis.

A. The Purpose of the Research

The purpose of this research is to obtain clear information about the students’ errors and to know the reason why the students make errors in using gerund at the third year student of SMP Al-fath cirendeu.

B. Place and Time of the Study

The research took place at SMP Al-fath Cirendeu at Jl. Cirendeu Raya No. 24 Pisangan, Ciputat, Tangerang 15419, Banten. The research was carried on November 12th 2013.

C. Method of the Study

Descriptive qualitative method is used in this research because the method is purposed to analyze the students’ errors in learning gerund that happen at present. The data required are the information of the English teaching learning activity and

25

D. Population and Sample

Population is all students becoming subject of research. Usually the number of population in the area of research is great. The population of this research is the third year students of SMP Al-fath Cirendeu in academic years 2012/2013. It consists of two classes. Class 9L consists of 20 students and class 9N consists of 20 students. So, the total population are 40 students.

Sample is part of population becoming subject of research. The data can be gotten from part of population by using technique of purposive sampling. Based on the book of L. R Gay the sampling of research could be taken 25% of the total samples.

E. Technique of Date Collection

Two techniques of collecting data are used in this research, they are test and interview.

1. Test.

The type of the test is Multiple Choice. It is focused on gerund. This test consists of 20 items of questions, including: Gerund as subject of a sentence, Gerund as object of preposition, Gerund as direct object of certain verbs, Gerund as the complement of a sentence. The instrument of the test can be seen in appendix.

2. Observation

It is done to get the real and accurate data about location and population where the research is carried out.

3. Interview

This technique is used to supplement the data needed which are not covered by technique previously. The researcher asked some questions to

26

the English teacher in the school in order to know the English teaching-learning process done in the class.

F. Technique of Data Analysis

The technique of data analysis that is used in this research is descriptive analysis technique (percentage), which is described in the table percentage. In this table percentage use the formula:

P =

Note : P = Percentage

f = Frequency

N = Number of Sample or Student1

After having percentage and frequency, the total average of percentage is looked for by using the formula:

P =

Note : P = Percentage f = Frequency

N = Number of Sample or Student n = Number of item test.

1

Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Graffindo Persada, 2004), p. 43

27 CHAPTER IV RESEARCH FINDING

This section, presents the research finding based on the data obtained during the research, which is divided into data description, data analysis, and data interpretation.

A. The Data Description

The test about gerund has given to the 38 students of class 9L and 9N as it has been stated above. Actually the number of the students is 40 students; but 2 students were absent. So, the students who have done the test are 38 students. The test consists of 25 items which are broken down into two forms of test (15 items for form and 10 items for usage). The instrument is enclosed in appendix 1.

However, the instrument of this research is divided into two parts of area discussed in gerund, and the distributions are described in the following tables:

Table 4.1

Area tested of form and usage in gerund

No Error in gerund Question

number

Total items 1 Use the correct gerund form

a. Gerund as subject of a sentence b. Gerund as direct object of certain verb c. Gerund as subject complement of a sentence d. Gerund as object of preposition

3, 6, 9, 16, 19 2, 8, 13, 14, 20

1, 5, 7, 15, 18 4, 10, 11, 12,

17

5 5 5 5

28

Based on the table 4.1, there are four functions of gerund, namely gerund as subject of a sentence, gerund as object of preposition, gerund as direct object of certain verbs, and gerund as the complement of a sentence.

The test consists of 25 items which are asking about four functions of gerund, they are gerund as subject of a sentence (number of items are 3, 6, 9, 16, 19), gerund as object of preposition (number of items are 2, 8, 13, 14, 20), gerunds as direct object of certain verbs (number of items 1, 5, 7, 15, 18), and gerund as the complement of a sentence (number of items 4, 10, 11, 12, 17).

By analyzing the students’ answer sheet, their score of test obtained is presented in the following table:

Table 4.2

Students’ score of test result

No Sample Score No Sample Score

1 Student 1 8 21 Student 25 13

2 Student 2 16 22 Student 26 10

3 Student 3 13 23 Student 27 14

4 Student 4 14 24 Student 28 13

5 Student 5 7 25 Student 29 16

6 Student 6 16 26 Student 30 9

7 Student 7 18 27 Student 31 17

8 Student 8 12 28 Student 32 14

9 Student 9 16 29 Student 33 14

10 Student 10 13 30 Student 34 10

11 Student 11 12 31 Student 35 18

12 Student 12 14 32 Student 36 11

13 Student 13 15 33 Student 37 17

1 Student 14 10 34 Student 38 16

15 Student 15 14 35 Student 39 7

16 Student 16 16 36 Student 40 17

17 Student 17 10 37 Student 41 11

18 Student 18 15 38 Student 42 17

19 Student 19 8 39 Student 43 19

20 Student 20 40 Student 44

29

Average Score 19

Lowest Score 7

Based on the table 4.2, the English score is from the test about gerund and the average score is 13.4, the highest score is 19 and the lower is 7.

B. Data Analysis

This part intends to analyze the instruments of data of this research. The test items are discussed per area of difficulties which are divided into two areas, they are form and usage.

1. Form

In this area, there are three categories including the form area in gerund. There are forms of gerunds as subject, as object, and it + infinitive. Each consists of 5 questions, the instrument of the test can be seen in appendix. 2. Usage

In the usage area the students are asked to distinguish the usage of gerund and infinitives. Each area consists of the questions, the instrument of the test can be seen in appendix.

After analyzing some errors, the number of errors are counted by tabulating and calculating the result errors. The calculation of result of the test is processed by changing the result of errors into percentage. The following table presents about frequency of difficulty of using gerund.

The frequency of the difficulty of gerund, both in the form and the usage, could be seen in the following table:

30

Table 4.3

Frequency of Error in Gerund as Subject of a Sentence

No Gerund Items number Frequency of error Percentage 1 Gerund as subject of a

sentence

3 14 35%

2 Gerund as subject of a sentence

6 7 17.5%

3 Gerund as subject of a sentence

9 6 15%

4 Gerund as subject of a sentence

16 8 27.5%

5 Gerund as subject of a sentence

19 11 70%

Total 5 66 33%

In the table above, there were 14 (35%) students who made error in item number 3, 7 (17.5%) students who made error in item number 6, 6 (15%) students who made error in item number 9, 11 (27.5%) students who made error in item number 16, and 28 (70%) students who made error in item number 19.

To find out the whole average is using formula:

=

= = 33%

The data showed that there were 33% students who got difficulty in gerund as subject of a sentence.

31

Table 4.4

Frequency of Error in Gerund as Object of Preposition

No Gerund Items number Frequency of error Percentage

1 Gerund as direct object of certain verb

2 9 22.5%

2 Gerund as direct object of certain verb

8 11 27.5%

3 Gerund as direct object of certain verb

13 24 60%

4 Gerund as direct object of certain verb

14 13 32.5%

5 Gerund as direct object of certain verb

20 21 52.5%

Total 5 78 39%

To find out the whole average is using formula:

=

= = 39%

The whole average showed that there were 39% students who got difficulty in gerund as object of preposition. Specially, there were 9 (22.5%) students who made error in item number 2, 11 (27.5%) students who made error in item number 8, 24 (60%) students who made error in item number 13, 13 (32.5%) students who made error in item number 14, and 21 (52.5%) students who made error in item number 20.

32

Table 4.5

Frequency of Error in Gerund. As Direct Object of Certain Verbs

No Gerund Items number Frequency of error Percentage

1 Gerund as subject complement of a sentence

1 2 5%

2 Gerund as subject complement of a sentence

5 13 32.5%

3 Gerund as subject complement of a sentence

7 12 30%

4 Gerund as subject complement of a sentence

15 27 67.5%

5 Gerund as subject complement of a sentence

18 22 55%

Total 5 76 38%

The table 4.7 above describes that there were 2 (5%) students who made error in item number 1, 13 (32.5%) students who made error in item number 5, 12 (30%) students who made error in item number 7, 27 (67.5%) students who made error in item number 15, and 22 (55%) students who made error in item number 18.

To find out the whole average is using formula:

=

= = 38%

33

The table 4.5 expressed that generally there were 38% students who made difficulty in gerund as direct object of certain verbs.

Table 4.6

Frequency of Error in Gerund as the Complement of a Sentence

No Gerund Items number Frequency of error Percentage

1 Gerund as object of preposition

4 10 25%

2 Gerund as object of preposition

10 7 17.5%

3 Gerund as object of preposition

11 24 60%

4 Gerund as object of preposition

12 10 25%

5 Gerund as object of preposition

17 17 42.5%

Total 5 68 34%

To find out the whole average is using formula:

=

= = 34%

The whole average showed that there were 34% students who got difficulty in gerund as the complement of a sentence. Specially, there were 10 (25%) students who made error in item number 4, 7 (17.5%) students who made error in item number 10, 24 (60%) students who made error in item number 11, 10 (25%) students who

34

made error in item number 12, and 17 (42.5%) students who made error in item number 17.

C. Data Interpretation

After analyzing the items of area tested and explaining the frequency and percentage of errors in each item, the all kinds of difficulties’ in learning gerund are presented, as follows:

Table 4.7

Uses and Percentage of Error in Learning Gerund

No Uses Percentage

1 Gerund as subject of a sentence 33%

2 Gerund as object of preposition 39%

3 Gerund as direct object of certain verbs 38%

4 Gerund as the complement of a sentence 34%

From the tables above, it shows that in gerund test there were 33% students who find difficulties in the use of gerund as subject of a sentence, 39% students find difficulties in the use of gerund as object of preposition, 38% students who find difficulties in the use of gerund as direct object of certain verbs, and 34% students who find difficulties in the use of gerund as the complement of a sentence.

To know the reasons why the students find difficulties in learning gerund, the writer did the interview. She took 20 students from first grade of SMP Al-fath Cirendeu which is about 50% of the sample. After interviewing some students, there are 5 students from 20 students state, “saya sulit membedakan penggunaan gerund dan infinitive (I get difficulty in distinguishing the use of infinitive and gerund)”.

35

From the statement above, it means that the students still confused in distinguishing the use of infinitive and gerund. 5 students from 20 students say, “saya sulit membedakan kegunaan gerund as object of preposition dan gerund as object of certain verb (I get difficulty in distinguishing the use of gerund as object of

preposition dan gerund as object of certain verb)”. Besides, the other students say,

“saya sulit membedakan penggunaan gerund dan participle (I get difficulty in distinguishing the use of gerund and infinitive)”. From this statement, it means that the students also still confused in distinguishing the use of gerund and infinitive

That causes or sources of the errors on the use of gerund were produced, as shown in the following:

1 Errors on the use of gerunds as subject of a sentence were caused by interlingual errors;

2 Errors on the use of gerunds as object of preposition were caused by interlingual errors;

3 Errors on the use of gerunds as object of certain verbs were caused by interlingual errors;

4 Errors on the use of gerunds as the complement of a sentence were caused by overgeneralization;

37

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and the discussion in the previous chapter, the research finding should be concluded that the comprehension of thethird grade students of SMP Al-fath Cirendeu in grammar especially in determining the uses of gerund in thesentences is low. It can be known from the explanation above that there are 33%students who get difficult in the use of gerund as subject of a sentence, 39%students who get difficult in the use of gerund as object of preposition, 38% studentswho get difficult in the use of gerund as direct object of certain verbs, and 34%students who get difficult in the use of gerund as the complement of a sentence.

The solution is the student must understand what it is gerund, with a lot to know about gerunds the students will know where fault, however the support and motivation of teachers is also very important.

B. Suggestion

From the conclusion written above, some suggestions are given below: 1. For teachers:

a. Theteacher is to use technique in teaching English, especially gerund b. The teacher should use the interesting method and technique in

teaching gerund, in order to make the students interested to learn English.

c. The English teacher should be more active in classroom to give their student exercise in order to lead their students.

d. The teacher should be creative in various activities as exercise grammar.

38

2. For students:

a. The students should learn more serious about grammar

b. The students should practice English especially in using gerund. c. The students should be motivated in learning English.

39

BIBLIOGRAPHY

Betty Schrampfer Azar, Understanding and Using English Grammar (New Jersey:Prentice Hall, Inc, 1992), p. 150 Craig Hancock, Meaning-Centered Grammar, (London: Equinock

Publishing ltd, 2005), p. 6.

David Crystal, The Cambridge Encyclopedia of Language, (New York:

David Nunan, defined in Second Language Teaching and Learning, (Boston: Heinle publisher, 1999), p. 97

D Brown H, Principles of Language Learning and Teaching fifth edition, Pearson longman, San Fransisco state university. P. 257

Dulay Heidi, dkk, Language Two, Oxford Univertsity Press, New York, 1982. P. 78-79

Eter Hubbard et. al. A Training Course for TOFEL, (New York: Oxford University. Press, 1983), p. 134

George E. Wishon and Julia M. Burks, Let’s write English, Revised Edition, (London: Longman Group UK Limited, 1992) p. 268

Graham Lock, Functional Englis Grammar, (Australia: Cambridge University Press, 1997) p.265

H. Douglas Brown, Principle of Language Learning and Teaching, (New York: Prentice Hall Regents , 1987), p.217

Heidid Dully et L,. Language Two (Oxford: Oxford University Press, 1982), p. 138-139

http://en.wikipedia.org/wiki/Grammatical_tense http://grammar.about.com/od/fh/g/gerundterm.htm http://owl.english.purdue.edu/owl/resource/627/03

http://www.englishclub.com/grammar/verbs-gerunds 1.htm http://www.learnenglish.de/grammar/participlepresent.htm

40

http://www.writingcentre.uottawa.ca/hypergrammar/verbals.htm

J, Donal Bowen, “TESOL Technic and Procedures”, (Cambridge: New Burry Publisher,1992), p. 161

Jeremy Harmer, The practice of English Language Teaching, (London: Longman, 2001), Third Edition, p.99

John Narrish, Language Learners and Their Errors (New York: Macmillsn Press Ltd, 1983) p.43-44

Lurie Baure, “English Word Formation”, (Great Britain: Cambridge University Press, 1983), p. 157

Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (New York, Madison Avanue: Oxford University Press, 1998), p.8.

Michel Swan, Practical English Usage (New York: Oxford University Press, 1983) p. xvi

Milada Broukal, Grammar form and function 3B (New York: 2005).

Nicos N. Michaelides, Error Analysis; An Aid to teaching, English Teaching Forum Vol. XXVIII No. 4 (Oct, 1990), p. 28 Penny Ur, Grammar Practice Activities, (New York: Cambridge

University Press, 1988) p. 4

Petter Hubbard, et al., Training Course for TEFL (New york: Oxford University Press, 1983), p. 140-142

Prof. Drs. AnasSudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Graffindo Persada, 2004), p. 43

Rod Ellish, Second Language Acquisition, Oxford: Oxford University Press, 2008, P. 62

Robert Paul, Understanding English, Harfers& Brothers published, New York, 1985. P. 68

S. Pit Corder in Douglas Brown, Technique in Applied linguistic, (Oxford University Press 1974), p.139

41

S. Wododo, “The Role of Grammar in Studying English, Journal

English Education,No.4, Vol. 1”, November 2002.p. 19. Sylvia Chalker and Edmund Weiner, “Oxford Dictionary of

English Grammar”, (New York: Oxford Dictionary Press, 1994). P. 395.

www. Humnet. Ucla.Edu/humnet/aspect.hausa-onlie-grammar/tenses/tenses html

rf

A. Use the Correct Gerund F orm.

Choose the correct answer by crossing ao b, c, answer

t . is not my hobby 7. His habit is day

Time : 1 Hour

or d, on your sireeti

a. Dreaming b. Dream 8. Thank you for

a. Coming

b. Come in

some nutritious food can make your body healthier

a. Eating is c. Eating

b. Eating would be d. Eat

10. They are good funny storY.

2.

Name Date

a. Reading c. Read which

b. Read d. Reads

She goes _every morning

a. Travel b. Swimming

a

J . too long makes them

Speak c. Spoke

Speaking d. Spoken needs time and patience

a. Studying c. Studies

b. Studying is d. Study 5. My favorite activity is

a. Reading b. Reader

6. I choose as my hobby. c. Dancing d. Dance

App**dix

a. Study b. Travel

a. Telling b. At telling

1 1. _ all,the way make us tired.

a. Walk c. We walk

b. Waiking ci. We have waikeci 12. My favorite sport is

c. A dream d. Dreams

c. Come on

d. Come

c. Tell d. Tolled c. To school

d. Swim

c. Read d. Read book

9 . a.

b .

I

i

a. Swimmine c. Swimmine fool a. Swim c. Swam

b Swimming d. To swim

b. Swim d. Swam

13. Your _is very beautiful.

a Song c. Singing

b. Singer d. Sing

i i a : - . . . : . .

-l + , J -l -l c B U ( , b _ g v g I , v i l r ( r i l r i r B

15. You cannot be rich man a. Without working

- . i : - - , - ; . . . - " - : . t J . l t l l u l Y v r j t t \

b. Without work d. If not working

t

.i

.

, ' l

I

B. Put in the verbs in brackets in the Gerund or the to-infinitive.

1.I can't imagine Peter i (go) bybike.

2. He agreed: (brd a new car.

3. The question is easy i (onswer).

4. The man asked me how I _{@el tothe airport.}

5. I look forward to i (see) youat the weekend.

i - ' _ _

6. Are you thinking of i (visit) London?

I

7. We decided I (rua/ through the forest.

8. The teacher expected Saratr i (study) hard.

:

9. She doesn't mind i (work) the night shift.

I

10. I learned I _{ftide) the bike at the age of 5.}

t

ANSWER KEY

A. MULTIPLE CHOICE

1 . A l l . B 2 . B I 2 , D 3 . B 1 3 . A 4 . A 1 4 . D 5 . A l 5 . C 6 . C

7 , A 8 . A 9 . C 1 0 . B

B. ESSAY

1) I can't imagine Peter going by bike. 2) He agreed to buy a new car.

3) The question is easy to answer.

4) The man asked me how to get to the airport. 5) I look forward to seeing you at the weekend. 6) Are you thinking of visiting London?

7) We decided to run through the forest. 8) The teacher expected Sarah to study hard.

l 9) She doesn't mind working the night shift.

10) I learned to ride the bike at the age of 5

t

, 1 . r . I

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5URAT KETERANGAN

No mor : O08 / .?..t/ S MP / Cir endeulDisd i k. 1 3

Yong bertondo tongon dibowoh ini, kepolo SMP Al-fath Cirendeu Ciputot Tongerong Bqnten dengon ini menyotqkon bohwo :

: Lusi Agriyonti MZH

:2Q7014000268

Nomq

NIM

Juruson : pendidikon Bohoso fnggris Fokultos _{: flmu Torbiyoh don Keguruon} Universitos : UfN Syorif Hidoyotulloh Jokorto

Bohwo nomo tersebut benor telqh meloksonokon tugos (penelition) sekripsi disekoloh SMP Al-foth Cirendeu podo tonggal 12 November 2Ot3 dengon judul skripsi : An Error Anolysis in Leorning Gerund ot the Third Grade of SMP Al-fot Cirendeu _{(o cqse study ot the third grade of SMP Al-foth Cirendeu)} Demikion surqt pernyotoon ini dibuot untuk dipergunokon sebogoimqno mestinyo.

i, M.Pd

sttF:so*t fi ,r.ll rfr-lt tl

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C I R S N D E U - I s S f '

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41

S. Wododo, “

The Role of Grammar in Studying English, Journal

English Education,No.4, Vol. 1”,

November 2002.p. 19.

Sylvia Chalker and Edmund Weiner,

“Oxford Dictionary of

English Gramma

r”,

(New York: Oxford Dictionary Press,

1994). P. 395.

www.

Humnet.

rf

A. Use the Correct Gerund F orm.

Choose the correct answer by crossing ao b, c,

answer

t .

is not my hobby

7. His habit is day

Time : 1 Hour

or d, on your

sireeti

a. Dreaming b. Dream 8. Thank you for

a. Coming

b. Come in

some nutritious food can make your body healthier

a. Eating is c. Eating

b. Eating would be d. Eat

10. They are good funny storY.

2.

Name

Date

a. Reading c. Read which

b. Read d. Reads

She goes _every morning

a. Travel

b. Swimming

a

J . too long makes them

Speak c. Spoke

Speaking

d. Spoken

needs time and patience

a. Studying c. Studies

b. Studying

is

d. Study

5. My favorite activity is

a. Reading

b. Reader

6. I choose

as my hobby.

c. Dancing d. Dance

App**dix

a. Study b. Travel

a. Telling b. At telling

1 1. _ all,the way make us tired.

a. Walk c. We walk

b. Waiking ci. We have waikeci 12. My favorite sport is

c. A dream d. Dreams

c. Come on

d. Come

c. Tell d. Tolled c. To school

d. Swim

c. Read d. Read book

9 .

a. b .

I

i

a. Swimmine c. Swimmine fool a. Swim c. Swam

b Swimming d. To swim

b. Swim d. Swam

13. Your _is very beautiful.

a Song c. Singing

b. Singer d. Sing

i i a : - . . . : . .

-l + , J -l -l c B U ( , b _ g v g I , v i l r ( r i l r i r B

15. You cannot be rich man a. Without working

- . i : - - , - ; . . . - " - : . t J . l t l l u l Y v r j t t \

b. Without work d. If not working

t

.i

.

, ' l

I

B. Put in the verbs in brackets in the Gerund or the to-infinitive.

1.I can't imagine Peter i (go) bybike.

2. He agreed: (brd a new car.

3. The question is easy i (onswer).

4. The man asked me how I _{@el tothe airport.}

5. I look forward to i (see) youat the weekend.

i - ' _ _

6. Are you thinking of i

(visit) London?

I

7. We decided I (rua/ through the forest.

8. The teacher expected Saratr i (study) hard.

:

9. She doesn't mind i (work) the night shift.

I

10. I learned

I

_{ftide) the bike at the age of 5.}

t

ANSWER KEY

A. MULTIPLE CHOICE

1 . A

l l . B

2 . B

I 2 , D

3 . B

1 3 . A

4 . A

1 4 . D

5 . A

l 5 . C

6 . C

7 , A

8 . A

9 . C

1 0 . B

B. ESSAY

1) I can't imagine

Peter

going by bike.

2) He agreed

to buy a new car.

3) The question

is easy

to answer.

4) The man asked

me how to get to the airport.

5) I look forward

to seeing

you at the weekend.

6) Are you thinking of visiting London?

7) We decided

to run through

the forest.

8) The teacher

expected

Sarah

to study hard.

l

9) She doesn't

mind working the night shift.

10) I learned

to ride the bike at the age of 5

t

, 1 . r . I

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5URAT KETERANGAN

No mor : O08

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S MP

/ Cir

endeulDisd

i k. 1 3

Yong

bertondo

tongon

dibowoh

ini, kepolo

SMP Al-fath Cirendeu

Ciputot Tongerong

Bqnten

dengon

ini menyotqkon

bohwo

:

: Lusi Agriyonti MZH

:2Q7014000268

Nomq

NIM

Juruson

: pendidikon

Bohoso

fnggris

Fokultos

_{: flmu Torbiyoh don Keguruon}

Universitos : UfN Syorif Hidoyotulloh

Jokorto

Bohwo nomo tersebut benor telqh meloksonokon

tugos (penelition) sekripsi

disekoloh

SMP Al-foth Cirendeu

podo tonggal 12 November 2Ot3 dengon

judul

skripsi : An Error Anolysis in Leorning Gerund ot the Third Grade of SMP

Al-fot Cirendeu

_{(o cqse study ot the third grade of SMP Al-foth Cirendeu)}

Demikion

surqt pernyotoon

ini dibuot untuk dipergunokon

sebogoimqno

mestinyo.

i, M.Pd

sttF:so*t fi ,r.ll rfr-lt tl

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C I R S N D E U - I s S f '

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