Submitted to the Board of Examiners as a Partial Fulfillment of the requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salat

  

THE INFLUENCE OF STUDENTS’ MASTERY ON

GERUND PHRASE TOWARD STUDENTS’ WRITING

PERFORMANCE

  

(A Correlative Study of Fifth Semester Students of English

Department of STAIN Salatiga in the Academic Year of

2014/2015)

  A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

the requirements for the Degree of Sarjana Pendidikan Islam

  

(S.Pd.I) in English Education Department of Teacher Training

and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga Created by: NUFIYATI

  

113 09 113

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

  

SALATIGA

2015

  

DECLARATION

ميحرلا نمحرلا الله مسب

  Hereby the writer fully declares that this thesis is made by the writer herself, and it is not containing materials written or has been published by other people ideas except the information from the references.

  The writer is capable of accounting for this graduating paper if in the future it can be proved of containing others ’ idea or in fact, the writer imitates the other s’graduating paper.

  Likewise, this declaration is made by the writer, and she hopes that this declaration can be understood for all human being.

  rd

  Salatiga, April13 2015 The Writer

NUFIYATI NIM. 11309113

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. TentaraPelajar02 Tlp (0298) 323433Fax 323433 Salatiga 50731 Website

  th

  Salatiga,April 13 , 2015

  Mashlihatul Umami, S.PdI., M.A

  The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE Case:

  Nufiyati’s Graduating Paper

  Dear, The Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga

  Ass alamu’alaikumWr. Wb. After reading and correcting Nufiyati’s graduating paper, entitled THE

  INFLUENCE OF STUDENTS’ MATERY ON GERUND PHRASE TOWARD STUDENTS’ WRITING PERFORMANCE ( A Correlative Study of Fifth Semester Students of English Department of STAIN Salatiga in the Academic Year of 204/015, I have decided and would like to propose that if it

  could be accepted by the Teacher Training and Education Faculty and I hope this graduating paper can be examined as soon as possible.

  Wassalamu’alaikumWr. Wb.

  Counselor

   Mashlihatul Umami, S.PdI.,M.A NIP. 19800513 200312 2 003

  

GRADUATING PAPER

THE INFLUENCE OF STUDENTS’ MASTERY ON GERUND

PHRASE TOWARD STUDENTS’ WRITING PERFORMANCE

(A Correlative Study of Fifth Semester Students of English

  

Department of STAIN Salatiga in the Academic Year of

2014/2015)

BY:

NUFIYATI

  

113 09113

  Has been brought to the board of examiners of English Education Department of Teacher Training and Education faculty of State Institute for Islamic Studies

  nd

  (IAIN) Salatiga on Thursday, April 2 , 2015 and hereby considered to completely fulfill of the requirement for the degree of Sarjana Pendidikan Islam (S. Pd. I) in English Education Department.

  Boards of examiners, Head : Moh Khusen, M.Ag., M.A. Secretary : Mashlihatul Umami, S.Pd.I., M.A.

  st 1 Examiner : Rifqi Aulia Erlangga, M.Hum. nd 2 Examiner : Ari Setiawan, S.Pd.,M.M. nd

  Salatiga, April 2 , 2015 Dean of Teacher Training and Education faculty Salatiga Suwardi, M.Pd.

  NIP.196701211999031 002

  

Motto

Education is the most powerful weapon which you can use to

change the world

  

(Nelson Mandela)

  

DEDICATION

  This graduating paper is whole heartedly dedicated to: My Lord, Allah SWT… Thanks to Allah for giving me guidance and

   strength in my life, especially to finish this graduating paper. Alhamdulillahirobbilalamin! My beloved parents, thanks for your love, prayer, motivation, and your

   sacrifice to me. You are everything in my life. No words aside you are is the best.

   our togetherness. I love you.

  My lovely husband, whois never tired to support me, deeply thanks for

   family, thank a lot for your continued encouragement, advice, and pray.

  My sister and brother, ( mbksri, mas mat, mas rip) and all of my big

   always give me suggestion and patience throughout my graduating paper. Thank you very much! Thank you for all lecturer of Educational faculty State Institute of Islamic

  My honorable consultant (Mrs. Mashlihatul Umami, S.Pdi.MA.) who

   Studies of Salatiga, who always teach me brilliantly, give me the best advice. I will never forgetting to you.

  Thanks you for my struggle friends bundayanah, bundalaily, bundabudi,

   bundabibah, bunda noir, umi, misihkopay. Don’t be give in. Lets we come up together!

   All of my friends who could not be mentioned one by one. Thank you guys!

  ACKNOWLEDGEMENTS In the name of Allah, The Most Gracious and The Most Merciful, The Lord

of Universe . Because of Him, the writer could finish this graduating paper as one

  of the requirement for Sarjana Pendidikan Islam (S.Pd.I) in English Education Department of Teacher Training and Education faculty State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.

  However, this success would not be achieved without supports, guidance, advices, helps, and encouragements from individual and institution. Therefore, in this moment the writer would like to express her deepest gratitude and appreciation to:

  1. Dr. Rahmat Hariyadi, M.Pd. as a Rector of State Institute of Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M. Pd, as a Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, M.Hum,.P.hD. as a chief of English Department 4.

  Mashlihatul Umami, S. Pd.I, M.A. as a consultant who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this graduating paper from beginning until the end.

  5. All of the lecturers in English department, the writer deeply thanks to you all for your knowledge, advices, kindness and for everything.

  6. All of the staffs who have helped the writer in processing of graduating paper administration.

  7. The beloved family, who have given a true love, care, prayers, and support. Thanks them for this warm and togetherness.

  8. All of her friends who have help me to finish this graduating paper.

  9. Those cannot be mentioned one by one.

  Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.

  Salatiga, April13

  rd

  2015 The writer, Nufiyati Nim :113 09 113

  

TABLE OF CONTENT

TITLE ......................................................................................................... i

DECLARATION ........................................................................................ ii

ATTENTIVE COUNSELOR NOTES ..................................................... iii

STATEMENT OF CERTIFICATION .................................................... iv

MOTTO ...................................................................................................... v

DEDICATION ............................................................................................ vi

ACKNOWLEDGENMENT ...................................................................... vii

TABLE OF CONTENTS ........................................................................... ix

LIST OF THE TABLE............................................................................... xii

ABSTRACT ................................................................................................ xiii

  CHAPTER I:INTRODUCTION A.

  1 Background of the Research .....................................

  B.

  4 Problems of the Research ..........................................

  C.

  4 Objectives of the Research ........................................

  D.

  5 Limitation of Research ..............................................

  E.

  5 Benefit of the research ...............................................

  F.

  6 Hypothesis ...............................................................

  G.

  7 Definition of Key Term........................................ .....

  H.

  7 Graduating Paper Out Line .......................................

  CHAPTER

  II: THEORETICAL REVIEW A.

  9 Mastery ......................................................................

  B.

  10 Gerund Phrase ...........................................................

  1. Definition of Gerund Phrase................................ 10 2.

  12 Function of Gerund Phrase ..................................

  3.

  21 Verb Frequently Followed by Gerund Phrase ....

  4. Differences between Gerund Phrase and Participle 23 5.

  Indicator of Students Mastery on Gerund Phrase 26

  26 C. Students’ Writing Performance…………………....

  1.

  26 Definition of Writing…………………………… 2.

  27 Process of Writing….............................................

  3.

  28 Basic Principle in Writing………………............

  4.

  30 Style in Writing…………………………………..

  5. The Indicator of Students Writing Performance… 31

  CHAPTER

  III: RESEARCH METHOD A. Setting of the Research ..............................................

  32 1.

  32 Profile of STAIN Salatiga……………………… 2. Vision, mission of STAIN Salatiga……………. 33 3.

  34 Faculty and Study Program…………………….

  B. Research Method .......................................................

  36 1.

  36 Type of Research………………………………..

  2.

  37 Subject of Research……………………………..

  3.

  40 Technique of Collecting Data…………………..

  4.

  41 Technique of Data Analysis…………………….

  C. Data Presentation…………………………………… 46 1.

  46 Data of Students’ Mastery on Gerund Phrase…. .

  2.

  47 Data of Students’ Writing Performance………..

  CHAPTER

  IV: DATA ANALYSIS A. Data Analysis ..............................................................

  49 1. Students’ Mastery on Gerund Phrase………….. 49 2.

  53 Students Writing Performance………………….

3. Correlation Students Mastery on Gerund Phrase

  Toward Students Writing Performance………… 55

B. Discussion……………………………………………. 60

  CHAPTER V: CLOSURE A. Conclusion ..................................................................

  66 B. Suggestion ...................................................................

  68 BIBLIOGRAPHY

  APPENDIXES

  LIST OF THE TABLE TABLE 2.1

  Example Verb Followed by Gerund………………………… 22

  TABLE 2.2

  Example Gerund after Preposition…………………………... 22

  TABLE 3.1The Number of the Fifth Semester Students that Taken

  Writing Class………………………………………………… 37

  TABLE 3.2

  List of Subject of the Research……………………………… 39

TABLE 3.3 Scoring of Gerund P

  hrase…………………………………… 42

  TABLE 3.4

  Scoring of Writing Performance……………………………. 43

  TABLE 3.5

  .Data of Students’ Mastery on Gerund Phrase………………. 46

  TABLE 3.6

  Data of Students’ writing Performance…………………….. 47

  TABLE 4.1

  Score of Students’ Mastery on Gerund Phrase…………….. 50

  TABLE 4.2

  Score of Students’ Writing Performance………………….. 53

  TABLE 4.3

  The Accumulation Data of Variable X and Variable Y…… 56

  TABLE 4.4

  The Result of Data Correlation……………………………. 57

TABLE 4.5 Correlations between Gerund Phrase and their Writing

  60 Performance………………………………………………

  TABLE 4.6

  Interpretation of r Value…………………………………… 62

  

ABSTRACT

  Nufiyati. 2015. The

  Influence of Students’ Mastery on Gerund Phrase toward Students’ Writing Performance (A Correlative Study of the Fifth Semester Students of English Department of STAIN Salatiga in the Academic Year of 2014/2015). A Graduating Paper. Teacher Training

  and Education Faculty. English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Mashlihatul Umami, S. Pd.I, M.A.

  Keywords: gerund phrase, writing performance, correlation

  As we know applying gerund phrase in writing still rarely is used by the university students. Moreover, they are not good enough in mastering on gerund phrase. In line withthese issues, the writer proposes three objectives of the research: how far is students’ mastery on gerund phrase, how is the condition of students’ writing performance, and the influence of students’ mastery on gerund phra se toward students writing’ performance. The method of this research is correlation research, and the type of this research is quantitative research. The subject of this research is fifth semester students of English department students in writing class. The 40 total number students are the subject of this research. The test is applied to collect the data. The data have been collected are analyzed by SPSS windows program. The result shows that the students’ mastery on gerund phrase is excellent (35%) and th e students’ writing performance is good (60%). Furthermore, the result of calculating the correlation between students’ mastery on gerund phrase and writing performance is 0.334. It means that there is correlation between students’ mastery on gerund phrase toward students’ writing performance, but the correlation is weak.

CHAPTER I INTRODUCTION A. Background of the Research In the context of English language teaching as a foreign language

  taught in Indonesia, the teaching and learning of English especially writing is one of particular importance. In the subject of writing, the students should be able to express their ideas both in academic and non academic writing. They are expected to be able to improving their writing skill from writing sentences, paragraph through writing an essay and an article especially to the students of university.

  However, helping students to be able to have good writing skill is not easy and it needs effective efforts. This is because writing is a difficult subject. According to Heaton as quoted by Rohmah (2009: 1) states that writing is complex and difficult to teach and also to learn, requiring mastery not only of grammatical and rhetorical but also of conceptual and judgmental elements.

  Grammatical mastery on writing is very important in combining the use of part of speech, article, preposition, combining of phrase, choosing the appropriate tenses, etc. So, in order to be good in writing the students have to a mastery of a subject above. According to Noden as quoted by Polette (2008: xiv) writing is not constructed merely from experiences, information, character or plots, but from fundamental artistic elements of grammar.

  There are many kinds of grammar element which is composed in English written language. According to Keith Polette:

  “ to compose grammar in written English language there are sixteen element they are seven part of speech, six phrases, and three clauses.”(Polette, 2008: xiv)

  From this point of view the class of phrase will be composed in this paper especially of gerund phrase. Gerund phrase is group of words (not a complete sentence) that acts like a noun. Gerund phrase begin with an- ing word; the

• –ing word is usually followed by a noun or a prepositional phrase (Polette, 2008:32).0n the other hand, gerund phrase is two or more noun which its main word is gerund, that is made by verb + -

  

ing form. The verb in gerund phrase is reduced to participial form. All

  participial form may function as gerunds except the

• –ed past participle; the

  most common form, however, is the

• –ing present participle. The subject of

  the gerund may be found in another part of sentence or it may be understood. A subject that is contained within the gerund phrase takes inflected possessive form, prepositional form, or unchanged form. The object of a gerund is unchanged or is contained within the gerund an of phrase. By means of such changes in the nominal elements of a simple sentence, these elements may be strung along after the verb as prepositional phrase. For example,

  “the hunters shot the birds” can

  become the gerund phrase

  “the shooting of the birds (original object) by

  the hunters

  (original subject)”. These changes from subject – predicate form also permit the gerund phrase to be embedded as a noun within another predication

• –“the shooting of the birds by the hunters caused her

  

great distress”. Gerund phrase can creating by combining a gerund and a

  noun, a gerund and a prepositional phrase, and both a gerund a noun and a prepositional phrase. Gerund phrase can be placed in anywhere, for example, Jordan writes in her journal everyday. It is her favorite activities (original sentence). The sentences can combined become writing in her

  

journal every day is Jordan favorite activities. The function of gerund

  phrase is as subject of the sentence, the gerund writing modifier of the prepositional phrase in her journal.

  Or, Jordan’s favorite activity is writing

  

in her journal everyday . The function gerund as object of preposition, the

  gerund writing modifier object of preposition in her journal .Therefore, by applying gerund phrase in writing is hoped the students’ writing English will be more varied.

  According to the above explanation, the writer is interested in conducting the study entitled: The Influence of Students’ Mastery on Gerund Phrase toward Students’ Writing Performance (A Correlative Study of Fifth Semester of English Department of STAIN Salatiga in the Academic Year of 2014/ 2015).

B. Problems of the Research

  Based on the explanation above, the writer proposes the statement of the problems as follow:

  1. How far is the students’ mastery on gerund phrase in the fifth semester students of English Department of STAIN Salatiga in the academic year of 2014/2015? 2. How is the condition of students’ writing performance in the fifth semester students of English Department of STAIN Saltiga in the academic year of 2014/2015? 3. What are the influences of students’ mastery on gerund phrase toward students’ writing performance in the fifth semester students of English

  Department of STAIN Salatiga in the academic year of 2014/2015? C.

   Objectives of the Research

  The objectives of the research are: 1. To know how far is students’ mastery on gerund phrase in the fifth semester students of English Department of STAIN Salatiga in the academic year of 2014/2015.

  2. To know the condition of students’ writing performance in the fifth semester students of English Department of STAIN Salatiga in the academic year of 2014/2015.

  3. To know the influences of students’ mastery on gerund phrase toward students’ writing performance in the fifth semester students of English Department of STAIN Salatiga in the academic year of 2014/2015.

  D. Limitation of the Research

  The study will be limited on the mastery on gerund phrase and writing performance of the fifth semester students of English Department of STAIN Salatiga, especially on the influence of the students’ mastery on gerund phrase and their writing performance.

  E. Benefit of the Research

  This research is conducted in order to give theoretical and practical benefits:

  1. Theoretical benefit The result of the research is expected can be useful for other researcher who wants to conduct a research that is related with grammar usage in writing.

  2. Practical benefit a.

  The English teacher The result of the research hoped useful to the teacher for additional information in teaching grammar especially gerund phrase and writing. By the result of this research the teachers are hoped can improving students’ mastery in using gerund phrase that composed in writing.

  b.

  The students The result of the research can be useful for the students to enhance their ability to mastery gerund phrase and the students will be able to write well in grammatically.

  c.

  The writer By conducting this research, the writer gets many experiences that useful and as a starting point become English teacher. Also, the result of the study can be reference in teaching and learning English grammar.

F. Hypothesis

  Hypothesis is a declarative statement of theory in testable form or tentative statements about reality. In this problem, the writer puts hypoth esis that “there is correlation between students’ mastery on gerund phrase toward their writing performance in the fifth semester students of English department of STAIN Salatiga in the academic year of 2014/2015.

  G. Definition of Key Terms a.

  Mastery According to Webster (1974: 586) mastery is the state of having control over something, superiority in competition, victory, eminent skill or through knowledge.

  b.

  Gerund phrase Gerund phrase is a group of words (not complete sentence) that act like a noun. Gerund phrase begin with an

• –ing word; the –ing

  word is usually followed by a noun or a preposition phrase. Gerund phrase can be the subject of a sentence, the subjective complement (if they follow a linking verb), the direct object (if they follow an action verb), or the object of a preposition. (Polette, 2008: 32) c.

  Writing Writing is clearly a system of human intercommunication by means of conventional visible marks, but it is evident from what has been said that what the primitive understood as writing is not the same thing as what we do.(Gelb, 1962: 12)

  H. Graduating Paper Out Line

  To facilitate the reader in understanding this paper, the writer will describe the parts in this paper are: Chapter I is introduction; introduce the researcher by giving a description of background of the research, problem of the research, purposes of the research, limitation of the research, benefit of the research, hypothesis, definition of keys term, and graduating paper out line.

  Chapter II is theoretical framework; it contains theory about mastery, gerund phrase and its explanation, and the last, theory about writing and the explanation of writing.

  Chapter III is methodology of the research; it contains the data presentation which shows the data of respondents, data of students’ mastery on gerund phrase and the data of students’ writing achievement.

  Chapter IV is data analysis; it explains the analysis of the data collected and the discussion the finding of the research. Chapter V is closure; it contains about conclusion and suggestion.

CHAPTER II THEORETICAL FRAMEWORK A. Mastery Allowing students the opportunity to achieve mastery of content at

  different time intervals has proven to be an effective method of increasing student learning . Regarding students’ grade, they move on to the next set of chapters, until they are tested on those. They go on to learn more and take the next test and so on, until they are done with the class. Maybe they really learned what they were taught, or maybe they only learned a portion, or maybe they barely understood most of the material, and it's reflected in their ending grade. But, the question is what are they had to master what they were taught?.

  Based on the statements above, all students must master what they were taught before moving on the next unit. Thus, students have to achieve a specified level of content knowledge prior to progression on to a next unit of instruction.

  Mastery is the state of having control over something, superiority in competition, victory, eminent skill or through knowledge (Webster, 1974:586).

  Based on the explanation above, students mastery is students who is continually and chronically master of knowledge by using their skill to reach some goals in their learning.

B. Gerund Phrase 1. Definition of Gerund Phrase

  In the English language verb can acts like a noun by adding

• – ing word in the ending of the word, it is called gerund. And gerund it may have modifier and complements it is called gerund phrase.

  Gerund phrase can be defined as a group words (not complete sentence) that acts like a noun. Gerund phrase begin with an – ing word; the –ing word is usually followed by a noun or a prepositional phrase. (Polette, 2008: 32). Prepositional phrase is a group of words (not complete sentence) that is made up of a preposition plus an object (Polette, 2008: 37). According to Polette (2008: 33) there are some variations for creating gerund phrase. For example:

  Gerund: eating, dancing, jumping

• Gerund + noun: eating apples, dancing jig
• Gerund + prepositional phrase: skiing down mountains, dancing at
• dusk, jumping through hoops.
• moon, dancing a jig at dusk, jumping through hoops during a thunderstorm

  Gerund + noun + prepositional phrase: eating apples beneath the full

• slept, calming the sea because he was compelled to.

  Gerund + noun + adverbial clause: eating apples while the princess

  In addition, Frank (1972: 314) states that a verb in gerund phrase is reduced to participial form. All participial forms may function as gerunds except the

• –ed past participle; the most common form, however, is the – ing

  present participle. The “subject” of a gerund may be found in another part of the sentence or it may be understood. A “subject” that is contained within the gerund phrase takes inflected possessive form, prepositional form, or unchanged form. The “object” of a gerund is unchanged or is contained within an of phrase. By means of such changes in the nominal elements of a simple sentence, these elements may be strung along after the verb as prepositional phrase.

  Thus, the simple sentence the boy shot the bird can become the gerund phrase the shooting of the bird (original object) by the boy (original subject). These changes from subject- predicate form also permit the gerund phrase to be embedded as a noun within another predication for example: the shooting of the bird by the boy caused her great distress. The gerund functions as noun head of the gerund phrase, the transformed “subject” and “object” as adjectival modifier.

  In other word, it can be said that the meaning of the gerund phrase is gerund phrase consist of a gerund and any modifier and complements it may have. The entire of gerund phrase can do anything a noun can do. Gerunds lend action to the sentences, when combining two choppy sentences using a gerund phrase, it may create strong sentences. It may need to delete, change, or move word when combine sentences using gerund phrase. For example: Original: I learned to write novel, it was challenging.

  Combined: learning to write novel was challenging.

  Gerund phrase can be put anywhere in the beginning of the sentence or as an object of the sentence. For example: Original: Lisa writes journal everyday, it is her favorite activity. Combined: Lisa’s favorite activity is writing journal every day. Combined: writing journal every day is Lisa’s favorite activity.

  While another source Risdianto (2010: 128) explains that gerund phrase is groups of word that consist of a gerund, modifier, pronouns, or noun phrase that have function as a direct object, indirect object, or complement of noun.

  Finally, from the definition above, the writer can conclude that gerund phrase is verb that adding by

• –ing form that act like a noun and it may have modifier and complement.

2. Function of Gerund Phrase

  Risdianto (2010: 128) states that there are four functions of gerund phrase, such as: a)

  Gerund phrase as a subject of sentences

  Finding a needle in a haystack would be easier than when we’re trying to do.

• finding (gerund)
• a needle (direct object of action expressed in gerund)

• in a haystack (prepositional phrase a adverb)

  b) Gerund phrase as direct object of “ appreciate” verb

I hope that you appreciate my offering you this opportunity .

• my (possessive pronoun, )
• offering (gerund)
• you (indirect object expressed in gerund)
• this opportunity (direct object expressed in gerund)

  c) Gerund phrase as a subject of complement

Newton’s favorite tactic has been lying to his constituents.

• lying to (gerund)
• his constituents (direct object expressed gerund)

  d) Gerund phrase as a preposition

  

You might get in trouble for faking an illness to avoid work

• Faking (gerund)
• an illness (direct object expressed in gerund)
• to avoid work (infinitive phrase as adverb) In addition, the function of gerund phrase will be explained as follows.

  Frank (1972: 314) states that gerund phrases may perform all the functions that nouns are capable of fulfilling. According her there are some functions of gerund phrase in sentences.

a. Subject in Gerund Phrases

  The subject of a gerund usually denotes a live being, but sometimes it designates a lifeless thing or an abstract idea. In the majority of gerund phrase, especially those functioning as objects of verb or preposition, the subject is either understood or is found in another part of the sentence. The subject is understood:

  1) The subject is understood as a generic person (everyone, anyone, people, etc.). Such a subject less gerund phrase is common in general statements, especially with a form ofbe as the main verb. For the examples:

  Playing with gun is dangerous. Fishing in this lake is forbidden.

  2) The subject is understood from general context He suggests eating dinner at airport.

  Going there today isn’t wise.

  If subject is included in the gerund phrase, it may be used in possessive or unchanged form, in an of phrase, in a by phrase.

  a) Subject of gerund in possessive or unchanged forming

  Subject a word denoting a live being. The choice of possessive or non-possessive form often depends on whether formal or informal usage is being observed.

  In formal usage, possessive forms of nouns and pronoun are required. For the examples:

  The girl resents her sister’s getting more attention than she does.

  The idea of Horold’s getting a job as a traveling salesman doesn’t appeal to his wife.

  In informal usage, the unchanged forms of nouns, as well l as the object forms of personal pronouns, may be used for “subject” of gerund. These forms establish a closer relationship with the verb or preposition after which they commonly appear.

  They are more emphatic than the possessive form; in speech they receive greater stress and are followed by a longer pause.

  Gerund phrase after main verb, especially such verbs as (dis)like, not mind, miss, remember, understand. For the example: We can’t understand them doing a thing like that.

  I remember my father being very strict with us.

  The non-possessive forms are probably more common with noun “subject” than with pronoun “subject”. Subject a word denoting a lifeless thing or an abstract idea. Much less frequently than a “subject” that presents a human being, such a “subject” of a gerund is usually in non-possessive forms. For the examples:

  

They told us a story of a pirate ship having been sunk in these

waters.

  The doctors are afraid of a relapse occurring in a few months.

  b) “ Subject” of gerund an of phrase

  An of phrase subject of a gerund may denote a live being or an inanimate thing. This kinds of “subject” is used mostly with intransitive verbs. The (occasionally another determiner) initiates the phrase. For the examples:

  The plotting and intriguing of the ambassador for his own ends finally caused this dismissal.

  The shouting of the children disturbed his sleep.

  A “subject” representing a live being may sometimes be put either in an of phrase or in s’ possessive form

• –the shouting of the children or the children’s

  shouting

  . The gerund with the possessive “subject” has greater force as a verb; the gerund with the of phrase “subject” has greater force as a noun.

  c) “Subject” of Gerund a By Phrase

  A by phrase “subject” mark the passive voice of a transitive verb in a gerund phrase.

  The broadcasting by that station comes from the top of a skyscraper.

  He resents being nagged by his wife.

  b. “Object” in Gerund Phrases

  The form of an “object” in gerund phrase may depend on what precedes the gerund. If the introduces the gerund, the “object” of the gerund is in an of phrase. For the examples: The shooting of those rare birds appalled us.

  The storing of merchandise became a problem after the warehouse burned down.

  Determiners other than the ( a, this, some, any) occasionally initiate a gerund phrase containing an of phrase “object.” In the construction the . . . –ing + of phrase “object,” only the

• –ing ending is used for the gerund (the gerund cannot have perfect or passive form, nor can it be made negative).

  If there is no the or possessive “subject” preceding the gerund, the “object” of the gerund remains unchanged.

  For the examples: Repairing that lamp will not expensive.

  

They plan on setting aside some money each month for their old age.

  If a possessive “subject” precedes the gerund the “object” may remain unchanged, for the examples:

  Their returning the money was a surprise. I can’t understand her losing the ring.

  And the “object” may be in an of phrase. For the examples: His reporting of the war won him an award for good journalism.

  

The dictator was hated by many people for his silencing of all

opposition.

  Of

  phrase “objects” are not used at all with gerunds that represent non-action (the remembering of, the thinking of, the needing of), but it can used in abstract noun phrase (the remembrance of, the thought of, the need of).

  Personal pronoun “objects” of gerund phrase ( as well as “subject”) cannot be put in of phrases (the launching of it, their finding of it).

  In a gerund construction that is given passive force only by a by phrase, an of phrase expresses the original object.

  For the examples: The sailor told us a story about the sinking of ship by pirates.

  They complained about the shooting of the birds y the hunters.

  This kind of gerund construction with passive force competes with the construction containing the passive form of the gerund it self. For the examples:

The sailor told us a story about a ship having been sunk by pirates.

  They complained about the birds being shot by the hunters.

  Without a by phrase, a gerund construction containing an

ofphrase may sometimes be interpreted as either active or passive.

  Thus, in the shooting of the birds disturbed him, the gerund phrase may be considered as being derived from either someone shoots the birds or the birds were shot by someone.

  After verbs that have both a transitive and intransitive sense, an of phrase may cause ambiguity, since it functions either as “subject” or “object” of the gerund. For the examples:

  The ringing of the bells (may be derived fromthe bells are ringing, or someone is ringing the bells).

  The sinking of the ship (may derived from the ship is sinking or someone sank the ship).

  Generally, however, in such phrases the presumption with

  of

  is in favor of the “object” rather than the “subject.” c.

   Adverb in Gerund Phrase

  In a gerund phrase, a word used a an adverb may remain unchanged or it may take adjective form.

1. Adverb in unchanged form

  Such adverb may be used in final position, or, less commonly, in initial position.

  a) Final position

  For examples: The company appreciated his handling the affair discreetly.

  Eating and drinking intemperately may ruin one’s health.

b) Initial position.

  For examples: He received a reward for promptly returning the money.

  His employer was irritated at his never getting to work on time.

  Gerunds are usually preceded by the same types of adverbs as those that precede finite verbs- usually manner of frequency adverbs.