adding –ing to the verb when forming gerund. And they also could not
differentiate between the use of gerund and present participle. Here are the examples of the misunderstanding of using gerund. He
will consider go with you, read is good activity. From those examples, the writer concluded that most of students did not know how to use gerund. He
tried to correct those sentences as follows: He will consider going with you, reading is good activity. It is in line with the statement of George E. Wishon
and Julia M. Burks in Let’s Write English that “the gerund is the –ing form of
the verb used as a noun. Notice that the gerund has the same form as the present participle. However, it functions difference in the sentence. It is
always a noun and ca n function in any noun position”.
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Based on the discussion above, the writer considers the difficulties faced by students in learning and using
gerund. It is about getting students’ understanding of the use of the gerund form and the difference from the
present participle. Based on the statement above, the
writer takes a title of this “Skripsi”
“An Error Analysis of Students’ Ability in Using Gerund” A Case Study at the Second Year Students of SMK Taman Ilmu Depok
B. Identification of the Problem
Based on the background of the problem above, the writer identifies some
problems which could influence students’ errors in using gerund at second year students of SMK Taman Ilmu Depok. They are:
a. Lack of knowledge of the rules on adding –ing to the verb when forming
gerund. b.
Students’ difficulties in distinguishing the form of gerund and use of gerund.
c. Students’ difficulties in differentiating between the use of gerund and
present participle.
8
George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, New
York: Litton Educational Publishing Inc., 1980, p. 268.
d. Classroom activity including how teacher delivers this material.
C. Limitation of the Problem
It is necessary to make limitation of the problem, the limitation of problem in this skripsi is intended to analyze the students’ errors in using
gerund at second year students of SMK Taman Ilmu Depok.
D. Formulation of the Problem
Based on the limitation of the problem above, the writer plans to analyze the
students’ errors in using gerund. Therefore, to avoid this research become either too narrow or too abroad, the writer makes some general questions to
guide him. The general questions of this research are: 1.
What are kinds of students’ errors in using gerund? 2.
What are the frequent errors which committed by students in using gerund?
3. What are the causes of students’ errors in using gerund?
E. Objectives of the Study
According to the formulation of the problem above, the objectives of the study are as follows:
1. To find out students’ errors in using gerund.
2. To find out the frequent errors which committed by students in using
gerund. 3.
To find out the causes of students’ errors in learning gerund.
F. Significances of the Study
The results of this study can provide useful information for many groups of people. Principally, the uses of language in a school, family, society,
are something concessions and influences to each other.
The other use of this study, especially for the writer himself is a principle to apply teaching of English in a higher rank. It is also useful for the
library of FITK UIN Syarif Hidayatullah Jakarta for its bibliography dealing with the improvement of education field.
By this study, first the writer really hopes that after reading the skripsi specifically, the readers can add their knowledge about how to behave and how
to overcome all the problems in surviving in the school life. For English teacher, it is supposed that grammar will be more
considered in the teaching learning process. From the skripsi, it will make the teacher knows and understands the characteristics of hisher students, so heshe
can handle during teaching learning process well. In supporting teaching learning process at school, the teacher should try hard to be more active in
giving a chance to the students to practice speaking English. The last, the writer also expects to encourage readers to be eager to
study about grammar. That will make you easier to communicate and tell what you want to say to the native speaker or non-native speaker who can speak
English well around the worlds.
CHAPTER II THEORETICAL FRAMEWORK
A. Error Analysis
Error is normal and making error is unavoidable during the learning process. It will always occur although best effort has been done. Errors made
by the students do not mean a failure or inadequacy but they can be viewed as important evidence of strategies or procedure employed by the student in
learning a second language. They are also significant to the teacher and to the student himself.
In language teaching and testing, error analysis is a technique of measuring progress and of devising teaching methods by recording and
classifying the mistakes made by students, meanwhile in linguistics, error analysis is the observation of errors in the speech process as a means of
understanding the phonological and semantic components of language, interactional processes, and speakers discourse strategies.
1
Error analysis is an activity to reveal errors found in writing and speaking.
Brown defined error analysis as “the process to observe, analyze, and classify the deviations of the rules of the second language and then to
reveal the system operated by learner. ”
2
It seems this concept is the same as the one proposed by
Crystal i.e. error analysis is “a technique for identifying, classifying, and systematically interpreting the unacceptable forms produced
by someone learning a foreign language, using any of the principles and procedures provided by linguistics.
”
3
1
Education.com, Error Analysis Language, 2012, http:www.education.comdefinitionerror-analysis-language
.
2
H. Douglas Brown, Principles of Language and Teaching, New Jersey: Prentice Hall, Inc., 1980, p. 166.
3
David Crystal, the Cambridge Encyclopedia of Language, New York: Cambridge University Press, 1987, p. 112.
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