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
error in using gerund and to infinitive?
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.
6
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, Englewood Cliffs: Prentie-Hall Inc, 1994, p.206.
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, 4
th
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.
