Nama : Donal Rivai Napitupulu
D. telling
10.Would you mind …….. your pet snake somewhere else? A. to puting I usually enjoy climbing to the mountain
2. Guru kami tidak mengizinkan makan di dalam kelas. We teacher not permite eat in the class
4. Sebelum tidur, dia mengunci semua pintu. Before sleeping , he lock door all
5. Dia selesai menulis sebuah laporan. He is fnishing writing report 6. Saya rindu kedatangannya tahun ini.
I miss her coming this year
7. Ibu Rina melatih kami membuat robot. Mother she train we making robot
8. Berenang adalah olahraga yang sangat menyehatkan.
Swim is healthy sport
9. Itu tidak baik menceritakan kelakuan buruk seseorang. It‟s not good to tell the people bad behavior.
Nama : Eva Elisa Br. Sijabat
16.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. E. to telling
H. telling
20.Would you mind …….. your pet snake somewhere else? E. to puting
F. to putting G. putting H. puting
D. Translate into English !
11.Saya biasanya menikmati mendaki gunung . I usually enjoy climbing to the mountain
12.Guru kami tidak mengizinkan makan di dalam kelas. We teacher not permite eat in the class
13.Setelah selesai sarapan pagi , dia pergi kerja. After having breakfast, he go to work
Before sleeping , he lock door all 15.Dia selesai menulis sebuah laporan.
He is fnishing wreating report 16.Saya rindu kedatangannya tahun ini.
I miss her ariving this year
17.Ibu Rina melatih kami membuat robot. Mother she training us to make robot
18.Berenang adalah olahraga yang sangat menyehatkan. Swimming is healthy sport
19.Itu tidak baik menceritakan kelakuan buruk seseorang. That not good telling the people bad behavior.
Nama : Frayogi Sinambela
22.It is difficult to get used ……... with chopstick. I. to eat
26.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. I. to telling
L. telling
30.Would you mind …….. your pet snake somewhere else? I. to puting
J. to putting K. putting L. puting
F. Translate into English !
Before sleaping , she lock door all
25.Dia selesai menulis sebuah laporan. She is fnishing wreating report 26.Saya rindu kedatangannya tahun ini.
I miss her arriving this year
27.Ibu Rina melatih kami membuat robot. Mother she training us to make robot
28.Berenang adalah olahraga yang sangat menyehatkan.
Swim is healthy sport
29.Itu tidak baik menceritakan kelakuan buruk seseorang. It not good tell the people bad behavior.
Nama : Gokong Sinaga
32.It is difficult to get used ……... with chopstick. M. to eat
36.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. M. to telling
P. telling
O. he had been stealing the wallet P. to stealing the wallet
40.Would you mind …….. your pet snake somewhere else? M. to puting
N. to putting O. putting P. putting
H. Translate into English !
31.Saya biasanya menikmati mendaki gunung . I usually walking to the mountain
32.Guru kami tidak mengizinkan makan di dalam kelas. Our teacher does eating to in the class
34.Sebelum tidur, dia mengunci semua pintu. Before sleeping , he lock all of door . 35.Dia selesai menulis sebuah laporan.
He finish writing a report
36.Saya rindu kedatangannya tahun ini. I miss arriving this year
37.Ibu Rina melatih kami membuat robot. Rina mom‟s excersising us make a robot
38.Berenang adalah olahraga yang sangat menyehatkan. Swimming is a sport very healthy
39.Itu tidak baik menceritakan kelakuan buruk seseorang. It is not telling good someone behavior
Nama : Renita Agustina S
42.It is difficult to get used ……... with chopstick. Q. to eat
46.Nina told me story but now she forgets that she did it. Nina forgets …… me a story. Q. to telling
T. telling
41.Saya biasanya menikmati mendaki gunung . I usually enjoy walking to the mountain
42.Guru kami tidak mengizinkan makan di dalam kelas. They teacher not excute eat in the class
Before sleeping , she lock door all 45.Dia selesai menulis sebuah laporan.
She is fnishing wreating report 46.Saya rindu kedatangannya tahun ini.
I miss her arriving this year
47.Ibu Rina melatih kami membuat robot. Mother she training us to make robot
48.Berenang adalah olahraga yang sangat menyehatkan.
Swiming is healthy sport
49.Itu tidak baik menceritakan kelakuan buruk seseorang. It not good telling the people bad behavior.
REFERENCES
Arikunto, S. 2005. Manajemen Penelitian. Jakarta: PT. Asdi Mahasatya
Arjati, Artin Feriana. 2007. An Error Analysis on the Use of Gerund among the Fourth Semester Students of English Department of UNNES in the Academic Year of 2006/2007.
Allen, W.Stannard. 1974. Living English Structure. London : Longman Group (FE) Ltd. Azar, Betty Schrampfer. 1999. Understanding and Using Grammar. Englewood Cliffs,
New Jersey: Prentice-Hall, Inc.
Brown, H.D. 2000. Principles of Language Learning & Teaching. Englewood Cliffs, New Jersey: Prentice Hall, Inc
Bungin, H. Burhan. 2005. Metodologi Penelitian Kuantitatif. Jakarta: Kencana Prenada Media Group
Dulay, Burt, Krashen. 1982. Second Language Acquisition and Universal Grammar. New York: Oxford University Press
Ellis, Rod. 1989. The Study of Second Language Acquisition. New York: Oxford University Press
Ellis, Rod. 1997. Understanding Second Language Acquisition. England : Oxford University Press
James, C. 1998. Error Language Learning and Use Exploring Error Analysis. London: Longman Group Ltd.
Mariyadi. 2016. An Error Analysis on the Use of Gerund\d the Fourth Semester of English Department, Faculty of Cultural Studies University of Sumatera Utara in the academic Year of 2012/2013. USU
Richard, Jack C. 1974. Error Analysis : Perspective on Second Language Acquisition Richard, J.C. 1985. Longman Dictionary of Applied Linguistics. Burnt Mill: Longman Riyanto, Slamet & Tumijo S.Pd M.Hum with LTI (Language Training Institution).
2010. Sukses Toefl. Yogyakarta: Pustaka Widyatama
Rukiah. 2012. An Error Analysis in Using Passive Voice Made by the Eleventh Year Students of MAN 1 Panyambungan. USU
Sembiring, Indah Lestari. 2012. An Error Analysis of Using Past Tenses in Narrative Text Made by the Twelfth Graders of SMA 1 Tanjung Morawa. USU
Simamora, Labora Valentina. 2015. The Analysis of Gerund Use in Tempo. USU
Thomson, A.J and Martinet, A. V. 1969. A Practical English Grammar. Second. Edition. England: Oxford University Press.
………:Juli 2012 Definition of field research. Retrived from http://www.businessdictionary.com/definition/field-reserach.html.
CHAPTER III
METHOD OF RESEARCH
3.1 Research Method
The researcher uses field research in doing this writing. Field research is an activity aimed at collecting primary (original or otherwise unavailable) data, using methods such as face to face interviewing, telephone and postal survey, and direct observation (www.businessdictionary.com/definition/field-research.html). The researcher applies quantitative method and qualitative method. Quantitative method is used to find out the kinds and the most dominant error in using gerund. Arikunto (2005:12) states that quantitative research applies number from collecting the data, describing the data, until the result of the research. Moreover, the results of the research would be better by applying table, graph, draft, picture, etc .
3.2 Data and Data Source
The research data consists of two sources. The first source is eleventh grade students of SMA Free Methodist Medan. There is one class which consists of 30 students.
3.3 Data Collecting Method
In collecting data, the writer used test. The writer collects the data by giving test to the eleventh grade students of SMA Free Methodist Medan. The data in this study are the answers of the students that contain errors in using Gerund. The test instrument is a completion test with 20 questions. In this test the researcher only gave 40 minutes for the students to answer the questions.
3.4 Data Analysis Method
In analyzing the data, the researcher applied the theory of Dullay in analyzing the types of errors made by the eleventh grade students in using Gerund, while for the steps of analysis the researcher uses the theory of Rod Ellis.
The steps of analysis are: 1. Identifying Errors
In this step the writer compares the errors sentence (mention it as “original
sentence”) with what seem to be moral or „correct‟ sentences in the target language which correspond with them (mention it as “reconstruction”.
2. Describing Error
This next step is the step where the errors are described and classified into kinds. 3. Explaining Errors
To know the percentage of errors made by the students, the researcher also uses the formula of Bungin (2005:171-172). The formula:
N x f
n x 100 %
Notes:
n = stands for the percentage of errors
Fx = stands for the total of frequency of the sub – categories errors N = stands for the total errors of all categories
1) Omission Error
Initial Error Sentences Reconstruction DRN
Initial Error Sentences Reconstruction
Based on the sample above, the type of error is omission because the students omitted “to” that must appear in these sentences. The omitting of “to” in those sentences
is not proper to the sentence structure. I think that the students made error because they have not understood yet the formula of gerund.
c. Omission of Consonant Letter “m”
This table shows the samples of omission of consonant letter “m” Students’
Initial Error Sentences Reconstruction
RAS (4) Swiming is healthy
Initial Error Sentences Reconstruction
FS (5) To walking all the way
home made us tired.
Walking all the way home
Based on the samples above, addition errors occur because the students added “to” that must not appear in those sentences.
b. Addition of “to be”
This table shows the sample of “to be” Students’
Initial Error Sentences Reconstruction
MJ (6) X: “What did he deny?” been” in those sentence. It must not appear in those sentence.
c. Addition of “to infinitive”
This table shows the sample of addition of “to infinitive” Students’
Initial Error Sentences Reconstruction
3) Misformation errors
This table shows the samples of misformation of auxiliary Students’
Initial Error Sentences Reconstruction
RAS (9) We walking all the way difficulty to understand the formula of Gerund as subject.
b. Misformation of “verb”
This table shows the samples of misformation of “verb” Students’
Initial Error Sentences Reconstruction
JOT (10) X: “What did he deny?”
Y: to be stolen the wallet
X: “What did he deny?” Y: stealing the wallet
Based on the sample above, the type of error is misformation. Misformation occurs because the students used the wrong word forms. The verb “ stolen” are not in the
proper with structure of the sentence, they must be in verb+ing form “stealing”. This
error might occurs because the students do not understand the use of gerund as subject well.
4. Misordering errors
The incorrect placement of a morpheme or group of morphemes in an utterance is characterized misordering error. Misordering occurs systematically for both L1 and L2 learners.
a. Misordering errors
This table shows the samples of misordering errors Students’
Initial Error Sentences Reconstruction
A (11) Healthy sport is
swimming.
Swimming is very healthy
sport.
Based on the samples above, it can be seen that error made by the student is caused by the wrong place in a sentence. The writer thinks this error occurs because the students still have difficulty how to make a good sentence.
4.1.2 Kinds of Error in Using Gerund as Object
There are some errors in using Gerund made by the eleventh grade students. The errors consist of omission, addition, and misformation errors.
1) Omission errors
d. Omission of “ing”
This table shows the sample of omission of “ing” Students’
Initial Error Sentences Reconstruction
SMS (12) Nina told me story but
Initial Error Sentences Reconstruction
MT
Initial Error Sentences Reconstruction
JOT
Initial Error Sentences Reconstruction
JPM (19) They suggested to
travelling by plane.
HVS (20)They suggested into
traveling by plane
They suggested travelling by plane.
Based on the sample above, it can be seen that addition errors occur because the students added” to”. It must be deleted because after the possessive it should be followed by Gerund
This table shows the sample of misformation of “Pronoun” Students’
Initial Error Sentences Reconstruction
must be “our”. The writer thinks that the errors occured because the students do not understand about Gerund form as possessive completely.
b. Misformation of “Verb”
This table shows the sample of misformation of “Verb” Students’
Initial Error Sentences Reconstruction
EDS utterance is characterized misordering error. Misordering occurs systematically for both L1 and L2 learners.
a. Misordering errors
This table shows the samples of misordering errors Students’
Initial Error Sentences Reconstruction
HVS (25) Miss Rina we train
making a robot .
Based on the samples above, it can be seen that error made by the student is caused by the wrong place in a sentence. I think this error occurs because the students still have difficulty how to make a good sentences.
eleventh grade students. The errors consist of omission, addition, misformation and misordering
error.
1) Omission errors
Omission errors are characterized by the absence of items that must be present in a well-formed utterance. There are some errors of omitting items in present conditional sentences found in data.
a. Omission of “ing”
This table shows the sample of omission of “ing”. Initials’
Student Error Sentences Reconstruction
2) Addition errors
Addition errors are the opposite of mission errors. They are characterized by the presence of an item which must not be presented in a well-formed utterance.
a. Addition of “Pronoun”
This table shows the sample of addition of “Pronoun”. Students’
Initial Error Sentences Reconstruction
SMS (27) Before he sleeping, he above becomes the correct sentence, they must delete “he” in the sentence.
b. Addition of letter “n”
This table shows the sample of addition of letter “n” Students’
Initial Error Sentences Reconstruction
4.1.4 Kinds of Error in Using Gerund in Possesive
1) Omission errors
Omission errors are characterized by the absence of items that must be present in a well-formed utterance. There are some errors of omitting items in present conditional sentences found in data.
a. Omission error of letter “r”
This table shows the sample of omission error of letter “r” Students’
Initial Error Sentences Reconstruction
MF (29) I miss her ariving this
year.
I miss her arriving this year .
Based on the sample above, the type of error is omission. The student used “ariving” instead of “arriving”. The omitting of consonant letter “p” in the
original sentences makes the sentence error. “Ariving” is not an English word
and has no meaning.
The error occurs because the student get interference in using double consonant letter to certain verbs if they get interference in using double consonant letter to certain verbs if they get addition of ed or ing.
2) Addition errors
Addition errors are the opposite of mission errors. They are characterized by the presence of an item which must not be present in a well-formed utterance. a. Addition of “Pronoun”
Students’
Initial Error Sentences Reconstruction
MT (30) She is used to Harry’s to
Initial Error Sentences Reconstruction
the sentence, there must be “her”. The writer thought that the error occured because the students do not understand about the structure of possessive.
4) Misordering errors
The incorrect placement of a morpheme or group of morphemes in an utterance is characterized misordering error. Misordering occurs systematically for both L1 and L2 learners.
a. Misordering errors
This table shows the samples of misordering errors Students’
Initial Error Sentences Reconstruction
MJ (32) I don’t like moving still have difficulty how to make a good sentences.
4.2 Findings
4.2.1 The Tables of Errors
Table 1. Kinds of Errors
No. Kinds of Error Frequency Percentage
1. Omission 138 40.47%
2. Addition 80 23.47%
3. Misformation 100 29.32%
4. Misordering 23 6.74%
Table 1, it shows that the most dominant error made by the eleventh grade students of SMA Free Methodist Medan is the error of “omission” with 40.47%. It means most of students made errors in using gerund in their test.
Table 2. The Errors of Omission
No. Kinds of Error Frequency Percentage
1. Omission of gerund as subject 43 31.15 % 2. Omission of gerund as object 60 43.48 % 3. Omission of gerund as possessive 20 14.5 % 4. Omission of gerund as preposition 15 10.87 %
TOTAL 138 100%
Table 2, shows that the highest error made by the students of eleventh grade of SMA Free Methodist Medan omission of Gerund as object with 43.48%. It means that most students omitted “Gerund as object” in their tests.
Table 3. The Errors of Addition
No. Kinds of Error Frequency Percentage
1. Addition of gerund as subject 35 43.75% 2. Addition of gerund as object 23 28.75% 3. Addition of gerund as possessive 12 15% 4. Addition of gerund as preposition 10 12.5%
TOTAL 80 100%
Table 4. The Errors of Misformation
No. Kinds of Error Frequency Percentage
1. Misformation of gerund as subject 17 17% 2. Misformation of gerund as object 50 50% 3. Misformation of gerund as possessive 28 28% 4. Misformation of gerund as preposition 5 5%
TOTAL 100 100%
Table 4, shows that the highest error made by the students of eleventh grade students of SMA Free Methodist Medan is the misformation in using of Gerund as object with 50%.
Table 5. The Errors of Misordering
No. Kinds of Error Frequency Percentage
1. Misordering of gerund as subject - 0% 2. Misordering of gerund as object 15 65.21% 3. Misordering of gerund as possessive 8 34,79% 4. Misordering of gerund as preposition - 0%
TOTAL 23 100%
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After analyzing the data, conclusions are drawn as follow:
5.1.a There are four kinds of errors : omission, addition, misformation, and misordering made by the students. The writer finds :
a. 138 omission errors which consist of 43 omission of Gerund as subject, 60 omission of Gerund as object, 20 omission of Gerund as possessive, 15 omission of Gerund as preposition.
b. 80 addition errors which consist of 35 addition of Gerund as subject, 23 addition of Gerund as object, 12 addition of Gerund as possessive, 10 addition of Gerund as preposition.
c. 100 misformation errors which consist of 17 misformation of Gerund as subject, 50 misformation of Gerund as object, and 28 misformation of Gerund as possessive, 5 misformation of Gerund as preposition.
d. 23 misordering errors which consist of 15 misordering of Gerund as object and 8 misordering of Gerund as preposition.
Free Methodist Medan can be learnt and understood by students. However, it needs to be improved in order the number of errors in using Gerund can be decreased.
5.2Suggestions
Having known the result of analysis, the writer would like to suggest the students, the teachers, and the next researchers.
a. Teacher should give clear explanation about the use of Gerund , its function , infinitive to , the same and difference among Gerund .
b. The teacher need to know the students‟ ability in using Gerund so that they could teach what the students‟ lack of knowledge. The teachers should give more exercises about Gerund.
CHAPTER II
REVIEW OF LITERATURE
2.1 Theoretical Concepts
Knowing definition of grammar, we can conclude that grammar is very essential and important to every language. It means that if students can speak a language he must know the grammar of the language. On the other hand if students does not know the grammar he will not be able to speak that language or the listeners will be confused in catching the massage, so they will never be able to communicate with each other. Without learning grammar it seems impossible for the students to learn a language since the grammar tells about the language usage.
2.2 Description of Error Analysis
In learning any language, learners will always make hypotheses about the language rules and then they practice or use them in actual language performance. The rules that they use are correct if the forms they produce are acceptable in the target language, and on the other hand, they should correct the forms if they are unacceptable.
In order to make it easier for the learners to study the target language, all problems or errors facted by them should be observed, analyzed, classified to find or to reveal the solution to the problems. The study of the errors is commonly called error analysis. This error analysis should be made since errors in a language learning and teaching process are unavoidable.
learner‟s language. Identifying the error in sample, describing these errors, classifying
them according to their hypothesized causes and evaluating their seriousness.
Dullay (1982:138) defines errors as the flawed side of learner speech or writing . They are those parts of conversation or composition that delicate from some selected norm of mature language performance. It means that there is something wrong in norms of language performance, the making of errors is so unavoidable in learning process. Besides, the making of error is one part of learning and no one can learn without the making of error.
Corder (1981:23) citied in Ellis (2010) says that error analysis is the study analysis of the errors made by the second foreign language learners to predict the errors ot the difficulties in learning foreign language.
Corder (1981:45) says that error analysis has two functions. The first is a theoretical one and the second is a partical one. The theoretical aspect of error analysis is part of the methodology of investigating the language learning process. The partical aspect of error analysis is its function in guiding the remedial action we must take to correct an unsatisfactory state of affairs for learner or teacher. It is with this second function of error analysis that I am concerned in this chapter. Corder also states why error analysis is useful. He mentions error significant in the differents ways: (1). To the teacher; they show a student‟s progress, (2). To the researcher: they show how a language is acquired and what strategies the learner uses, and (3). To the learner himself; he can learn from these errors.
Thus, error analysis is the study and the analysis of the errors made by language learners which function as to give the information on how they learn a language, how well they know the language and what difficulties faced by them in achieving the objective.
2.2.1 Types of Error
According to Dulay, Burt, and Krashen in James‟ book (1998:106) errors can be
classified into four types, such as: a. Errors of Omision
It is a sentence where an element is omitted, actually it should be presented. Example : Walk all the way home made us tired.
It should be : Walking all the way home made us tired. b. Error of Addition
It is a phenomenon in which a certain aspect of language rules is added into a correct order (correct sentence), in order words some elements are presented which should not be presented.
Example : I was interested in to learning more about history. It should be : I was interested in learning more about history. c. Misformation
Misformation is the error of using one grammatical form in the place of another grammatical form.
Example : My father is enjoys watching football match. It should be : My father enjoys watching football match. d. Misordering
It should be : Do you mind taking the blue book?
2.2.2 The Causes of Error
Brown (2000:224) says that the cause of errors can be devided into 2 categories, such as :
a. Interlingual errors that is error caused by interference of the learner‟s mother tongue. A different class of error is presented by sentences.
b. Intralingual errors that is cause of errors resulting from complicated system of the target language itself.
Richard (1985:47) says that the intralingual errors are divided into 4 terms, they are :
a. Over – generalization
Over – generalization happens when a learner uses a certain structure that is over – generalied in the target language . It is caused the learner‟s basic experience of certain
structure.
b. Ignore of rule restriction
Ignore of rule restrictin is failure to observe the restriction of existing structures. That is the application of rules to context where they do not apply.
c. Incomplete application of rules
Incomplete application of rules means errors are due to the occurrence of structures whose deviancy represents the degree of development of rules required to produce acceptable utterance. The learners fail to produce a correct sentence according to the standarts rule.
d. False Concepts Hypothesized
2.3 The Difference of Error and Mistake
Ellis (1997:7) says that errors and mistakes are differentiated as errors reflect gaps in a learner‟s knowledge that they occur because the learner does not know what is
correct. According to Corder (1967) cited by Ellis (2008), a „mistake‟ is a deviation in learner language that occurs when learners fail to perform their competence. It is a lapse that reflects processing problems. It can be concluded that a learner makes errors due to their, in particular instance, lack of consciousness through the language knowledge.
Error and mistake are two different words that are actually synonyms of each other. They also mean the same thing, something that is done incorrectly or is wrong. This could be due to bad judgment, inattention or may due to lack of focus. The main difference between the two is the context that they are used in.
2.4Gerund in Brief
2.4.1 Definition
George (1980:268) states that gerund is the –ing form of the verb used as a noun, gerund has the same form as the present participle. However, it functions differently in the sentence, it is always can function in any one position.
Thus, gerund is a verb-ing form functioning as a noun. This verb – ing form is a part of noun and a part of a verb. Pyle (2001:72) says that a gerund is a verb + ing that is used as a noun or a part of noun phrase. Azar (2003:368) also states that a gerund is the – ing form of a verb. It is used as a noun. A Gerund is a verb from which ends in –ing, but which is used in a sentence like a noun (Richards, 2002:225). Meanwhile, Gerund phrase is composed of the Gerund and any words organized with it. Like nouns, commonly, gerund may function as subjects, complements and objects so that it may be preceded by an article, a possessive pronoun, or an adjective or followed by a noun-adjunct with „of‟ (or another preposition). As a noun, Gerund may function as the subject, object, nominal predicate of a sentence, and form part of a prepositional adjunct.
Example:
Editing this article is easy.
Within the clause “Editing this article” the word “Editing” behaves as a verb; in
particular the phrase “this article” is the object of the verb . But the whole clause
“Editing this article” acts as a noun phrase within the sentence as a whole; it is the subject of the verb “is” .
2.4.2 Functions
A. Gerund as Subject
of a sentence and having meaning as a noun. In addition, gerund as subject always requires singular verb.
Examples:
1) Cooking is a good hobby .
2) Reading is a pleasure we all enjoy .
Gerund followed by some words is called Gerund phrase. It can act as the subject of a predicate although it does not occur frequently because the common use is in general statements with “be” as the main verb.
Examples:
1) Eating a good breakfast is very wise .
2) Taking a long work everyday is good exercise .
Learners may make errors when they make a Gerund as a subject of sentence since the predicate m Disturbing friends in the class is Gerund phrase and functions as the subject of the sentence. Learners can make error if they focus on friends which is plural noun and it must be followed by plural predicate. The main point of the sentence is disturbing as the ust be in singular form. Based on the preliminary research, the errors
are they omitted the use of-ing, adding to or ed, and the common one is they use are instead of is as they take attention to the word after gerund (phrase).
Example:
1) Disturbing friends in the class is not good attitude.
B. Gerund as (Direct) Object
Gerunds are used in another way, too. It can be found after certain transitive verb.
2) They finish speaking.
Gerund phrases also play this role, for examples: 1) We avoid travelling in the rush hour. 2) I don‟t anticipate meeting any opposition.
Examples:
1) I appreciate being given suggestions by her. 2) Tony always avoids answering my questions.
b) Verbs in the second row are followed either gerund or infinitive with the same meaning.
Examples:
1) I begin working or I begin to work
2) Don‟t attempt to do it by yourself or Don‟t attempt doing it by yourself.
c) Verbs in the third row can also be followed by infinitive, but the meanings are different with the gerund form.
Examples:
1) My brother always remembers locking his car.
It is different with My brother always remembers to lock his car. 2) My brother always forgets locking his car.
It is different with My brother always forgets to lock his car.
C. Gerund as Subjective Complement
Since gerunds function as a noun, they can serve as subjective complement as well
.
Their position is usually after “be”.Examples:
1) My cat's favorite activity is sleeping. 2) Her hobby is singing .
usually follow verbs, adjective, or noun. They are actually verb + preposition, adjective + preposition and noun and pronoun + preposition. Verbs that are placed after preposition must be in gerund form.
Examples:
1) He insists on seeing her.
2) He gave up smoking because of his doctor‟s advice.
a) Verbs + Prepositions + Gerunds
A number of phrasal verbs and objects of preposition that take the form of a gerund.
accuse of believe in consist of blow out content with aim at call for depend on call on deprive of arrive at (in) carry out clean out disapprove of ask for
composed of find out bear out
congratulate on speak of give up
keen on succeed in keep on
superior to go on leave off
look at talk to related to
talk about translate to count on look forward to think about object to
confess to think of rely on
approve of
b) Adjectives +Prepositions + Gerunds
afraid of successful in angry with good at jealous of independentof similar to sure of ashamed of full of different from indifferent to
1) I am used to studying in the midnight 2) He is good at telling lies.
3) Nouns + Prepositions + Gerunds
A number of phrasal nouns and objects of preposition that take the form of a gerund.
1) The teacher gave us choice of taking another exam. 2) He always has an excuse for being late
3) Have you found the best method for improving your English yet? 4) Your reason for getting bad grades is a big nonsense.
5) Excuse me for disturbing you.
Preposition generally can be directly followed by verb + ing form. Examples:
1) By selling fruit in the market, she gets a lot of money
2) We should have stayed at home instead of travelling to this such place. E.Gerund after Possessive
Gerund, like a noun, can be preceded by possessive adjective or noun in the possessive case such as my, his, her, and Budi‟s. If the verb after preposition
is directly followed by gerund and it refers to subject of a verb, the gerunds after possessive adjective refer to the person denoted by the possessive adjective or pronoun.
Examples:
1) We dislike moving to another apartment (we dislike it)
2) We dislike her moving to another apartment. (she must not move). There are differences about the usage of gerund after possessive in formal and informal situation. In formal English, possessive adjectives (my, your, his, her, etc) are used to modify a gerund.
Examples:
is usually used in very formal English to modify a gerund. Examples:
1) I do not remember my mother‟s complaining about it. 2) She does not mind Alice‟s singing loudly.
The possessive forms are infrequent used in informal English but object forms (me, you, them) are frequently used in informal English.
Examples:
1) It is no use them complaining. (Thomson & Martinet, 1969:165) 2) He left the house without us knowing anything about it. (Thomson)
Either the unchanged forms of nouns or the object forms of personal pronoun may be used as the subject of gerund since these forms establish a closer relationship with the verb or preposition after which they commonly appear. In a speech they have great stress and are followed by a longer pause. Gerund phrases ordinarily occur after a main verb especially such verbs as in the following:
Like Dread mean Save insist on
Dislike Fancy propose Stop it’s no good/use
Mind Involve recollect suggest object to
remember understand resent (dis)approve of there’s no point
F. Gerunds With the Negative Adjective “No”
The negative form of Gerunds is made by placing adverb “not” in front of gerunds. There are certain types of the use of “no” following by gerund.
A. Negative Gerund is used after There + a form of be. Examples:
3) There is no complaining the wrong explanation of the teacher.
B. Negative Gerund can be used in prohibition that is against certain activities.
Examples:
1) No cheating is allowed in this biology test. 2) No fishing in this lake! The officer announces. 3) No parking in this area!
2.4.3 Gerund and Present Participle
The verb that ends with suffix –ing is not only used as gerund but is also used as present participle. Both gerund and the participle use verbs + ing. Allen (1974:177) states the part of the verb that ends with suffix – ing has two very important functions: (1) It can have the force of an adjective as well as that of a verb, known as present participle. (2) It can have the force of a noun as well as that of a verb, known as gerund. By this same verb – ing form, it sometimes makes learners get confused in differentiating them. Both gerund and the participle can be distinguished by their use in a sentence. Learners have only to remember the functions of verb + ing in gerund that is used as noun and can function as subject, direct object, and after preposition.
2) She is singing a west song.
The function of the -ing form of both of the sentences is very different. The first sentence uses Gerund because singing functions as the complement of the subject, while the second was present participle because singing in that sentence modifies the subject.
2.4.4 Comparison between Gerund and Infinitive
There are verbs that can be followed by either Gerund and infinitive. Verbs followed by Gerund and infinitive may have the similar and different meaning. Gerunds are formed with “ing” while infinitives are formed with “to”
These following verbs mentioned bellow are verbs that can be followed by a Gerund and an infinitive.
Abhor Advice Agree
Allow Attempt can/could bear
Begin can/could bear Cease
Continue Forget Hate
Intend it needs/requires/wants Like
Love Mean Need
Permit Prefer propose
Recommend Regret remember
2.5 Previous Studies
As the additional guidance and references for the writer in writing this thesis, she has consulted some theses related to past tense.
Mariyadi (2016) , An Error Analysis On the Use Of Gerund to the Fourth Semester Students of English Department , Faculty of Cultural Studies, University of
Sumatera Utara in the Academic Year of 2012/2013 , the subjects were 54 students semester four . It was found that the most dominant error in using gerund based on the function is gerund as (direct) object 36.5% and the less dominant errors is gerund as subjective complement 5.5%. The most dominant error in using gerund based on the kinds of error is misinformation errir 44% and the less dominant error is misordering error 6.6% . In conclusion from 2,369 sentence, there is only 21.6% of incorrect sentence and 78.4% of correct sentence .
Labora Valentina Simamora (2015), The Analysis of Gerund Used in Tempo , the most dominant gerund is after preposition (15 times) which is equal to 28,9%, followed by gerund as after some verbs (8 times) which is equal 15,4% , followed by subject of a verb (7 times) which is equal to 13,4%, followed by as subjunctive complement (7 times) which is equal to 13,4%, followed by object of verb (6 times) which is equal to 11,6%, followed by object a preposition (5 times) which equal to 9,6%, followed by appositive and a possessive adjective (2 times) which equal to 39%.
Indah Lestari Sembiring (2012), describes and analyze the errors made by the twelfth graders of SMA N 1 Tanjong Morawa in using past tense. The finding of analysis
93 or 25.62%, for addition is 40 or 11.02%, for misformation is 133 or 36.64%, and for
misordering is 97 or 26.72% , so the dominant type of error is misformation. Rukiah (2012), An Error Analysis In Using Passive Voice Made By Eleventh
Year Students Of MAN 1 Panyabungan, concludes that the percentage of correct and incorrect answers of passive voice by students of 32 questions. Finds the most error made by students in simple future tense (27.75%), simple past tense (26.59%), and the last is simple present tense (20.23%)
CHAPTER I
INTRODUCTION
1.1Background of the Study
Learning a language is a difficult activity, because each language has its own system which is different from in the students native language. It is inevitable that in learning English as a foreign language the students usually to get problems due to the differences between Indonesia and the target language. Because of this the students will probably make errors during the process of learning, as Norrish (1983:6) says “Some good pedagogical reasons have been suggested for regarding errors made by the learners of a foreign language leniently but the most important reason is that the error itself may
actually be necessary part of learning a language”.
Language is a means of communication used by people to communicate either through spoken or written. It has a big role for every individual in making a good relationship with others. Through language people can express their opinions, ideas and feelings to each other. As H. Brown Douglas (2005:5) says “language is a system of arbitrary conventionalized vocal, written or gesture symbol that enable members of a given community to communicate intelligibly with others.” It shows that language is a tool of communication which can be expressed not only through verbal or oral communication but also through non-verbal communication; written form and gesture (body language).
knowledge that will be useful in their real life. In learning English, there are four basic skills that should be mastered by the students: listening, speaking, reading and writing. Besides the four languages skill, the students have capability in language components such as grammar, pronunciation, and vocabulary.
Grammar is an important element to be learnt in learning language. Grammar is an aspect which becomes most difficult to learn in English. It plays an important role in improving our skill in English. It is a very basic knowledge and an important tool for students to master English. Through learning of grammar the students will know system of language so they will be able to combine and build words into meaningful sentence.
As Penny Ur (1996:75) states in her book A Course in Language Teaching
Practice and Theory, “Grammar can be defined as words put together to make correct
sentences”. It does not only affect how the units of words are combined in order to make
correct sentence but also affects their meaning. It can be concluded from the statements above, it is no doubt that by mastering grammar, the students will have a way to be able to speak, to read, and to write English correctly. Finally the students can create a good communication and interaction in English language actively both oral and written English between each other.
In learning the target language, the students errors may occur in the components of the language. The students often make a sentence which is syntactically right but lexically wrong or vice versa. This shows that the students have difficulties in using words or sentences appropriately. A gerund is the –ing form a verb used in the same way as a noun or pronoun. It can be used as a subject, (direct) object or object of a preposition.
A gerund as an object = We enjoy playing basketball.
(V+V+-ing)
A gerund after a preposition = He is fond of playing basketball.
(Prep+V+-ing)
From the explanations above, one can draw a conclusion that the same form of – ing ending can make the students confused. It appears when all of the –ing forms are used in one sentence together. It appears when all of the –ing forms are used in one sentence together, as in the following sentence taken from English Grammar and Composition :
Watching the judges in the balcony, Gwen was trying to win the contest with her loud
singing.
Watching is a present participle modifying Gwen, and trying is part of verb phrase. Only
singing, used as subject of preposition with, is a gerund (Warriner, 1958:68). In this process the lecturer must stress that the –ing form of gerund has a function as a noun which is different from present participle, that has a function as an adjective, and also different from other verbal ending in – ing.
prevent the students from making the same errors is by analyzing the learners‟ error itself.
Based on the interview with the English teacher of SMA Free Methodist Medan at Jalan Sekolah No. 34, the writer thinks that most students still face difficulties in learning English language, especially in using gerund. There are some ways of using Gerund that many errors are made by the students. The students do not know how to use Gerund as well.
Based on the background, the writer interested in analyzing the students error in using Gerund “An Error Analysis On the Use of Gerund Made by the Eleventh Grade
Students of SMA Free Methodist Medan”. The writer limits the discussion on the use of
gerund only, a gerund as a subject, a gerund as an object, a gerund after a preposition.
1.2Problem of the Study
Based on the background of the study, the researcher needs to answer the following questions:
1) What kinds of errors in using Gerund made by the eleventh grade students of SMA Free Methodist Medan?
2) What is the most dominant type of errors in using Gerund made by the eleventh grade students of SMA Free Methodist Medan?
1.3Objective of The Study
1) To find the kinds of errors in using Gerund made by the eleventh grade students of SMA Free Methodist Medan.
2) To find the most dominant types of gerund made by the eleventh grade students of SMA Free Methodist Medan.
1.4Scope of the Study
In this research, the writer will focus the analysis on the errors in using Gerund made by the eleventh grade students of SMA Free Methodist Medan .
1.5Significance of the Study
The significance of the study are: 1) Theoritically
Theoritically, conducting a pedagogical research is of use in developing the theories of language teaching and learning. With respect to this consideration, it is expected that this study will be able to contribute to the application of linguistic theories especially to the teaching of English as a foreign language for Indonesian students and for education office. As references from previous activities to design a new curriculum.
2) Practically
a. For the students, can be easier to study gerund.
b. For the teachers, as a contribution for them helping and improving quality of teaching English.
ABSTRACT
This thesis deals with Error Analysis on the Use of Gerund Made by The Eleventh Grade Students of SMA Free Methodist Medan”. The objectives are to find the kinds and the most dominant errors in the use of Gerund , the data are taken from 30 students as the samples by giving them some test concerning Gerund. The data, then, are analyzed based on the kinds and the most dominant errors. From the analysis it is found that the percentage of omission error 40.47%, addition is 23.47%, misformation is 29.32%, and misordering is 6,74%. Therefore, the most dominant error is Omission Error 40.47%.
ABSTRAK
Skripsi ini berkaitan dengan “An Error Analysis on the Use of Gerund Made by The Eleventh Grade Students of SMA Free Methodist Medan”. Tujuan penelitian ini adalah untuk menemukan jenis-jenis kesalahan dan kesalahan yang paling dominan di dalam menggunakan Gerund, data diambil dari 30 siswa sebagai sample dengan memberikan mereka beberapa test yang berhubungan dengan Gerund. Kemudian, data di analisis berdasarkan jenis dan kesalahan yang paling dominan. Dari analisis-analisis itu ditemukan persentase kesalahan penghilangan 40.47%, kesalahan penambahan 23.47%, kesalahan informasi 29.32%, dan kesalahan susunan 6.74%. Oleh karena itu, kesalahan yang paling dominan adalah kesalahan penghilangan 40.47%.
AN ERROR ANALYSIS ON THE USE OF GERUND MADE BY THE
ELEVENTH GRADE STUDENTS OF SMA FREE METHODIST MEDAN
A THESIS
BY:
SISKA AMELIA
REG. NO. 140721027
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
AN ERROR ANALYSIS ON THE USE OF GERUND MADE BY THE
ELEVENTH GRADE STUDENTS OF SMA FREE METHODIST MEDAN
A THESIS
BY
SISKA AMELIA REG. NO. 140721027
SUPERVISOR CO-SUPERVISOR
Drs. Chairul Husni, M.Ed. TESOL. Rahmadsyah Rangkuti, M.A, Ph.D
NIP. 19570308 198403 1 004 NIP. 19750209 20812 1 002
Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra From Department English.
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
Approved by the Department of English, Faculty of Cultural Studies University of
Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.
Head, Secretary,
Dr. H. Muhizar Muchtar, M.S. Rahmadsyah Rangkuti, M.A., Ph.D
Accepted by the Board of Examiners in partial fulfillment of requirements for the
degree of Sarjana Sastra from the Department of English, Faculty of Cultural
Studies University of Sumatera Utara, Medan.
The examination is held in Department of English Faculty of Cultural Studies
University of Sumatera Utara on 23 July 2016
Dean of Faculty of Cultural Studies
University of Sumatera Utara
Dr. Drs. Budi Agustono, M.S.
NIP.19600805198703 1 001
Board of Examiners
Dr. H. Muhizar Muchtar, M.S. ___________________
Rahmadsyah Rangkuti, M.A. Ph.D. ___________________
Drs. Chairul Husni, M.Ed., TESOL ___________________
AUTHOR’S DECLARATION
I, SISKA AMELIA , DECLARE THAT I AM THE SOLE AUTHOR OF THIS
THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS
THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED
ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS
BY WHICH I HAVE QUALIFIED FOR OR A WARDED ANOTHER DEGREE.
NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE
ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS
HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN
ANY TERTIARY EDUCATION.
Signed :
COPYRIGHT DECLARATION
NAME : SISKA AMELIA
TITLE OF THESIS : AN ERROR ANALYSIS ON THE USE OF
GERUND MADE BY THE ELEVENTH GRADE
STUDENTS OF SMA FREE METHODIST
MEDAN
QUALIFICATION : S-1/SARJANA SASTRA
DEPARTMENT : ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR
REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF
DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES,
UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT
USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF
THE REPUBLIC OF INDONESIA.
Signed :
ACKNOWLEDGEMENT
Bismillahirrahmaanirrahiim.
First of all, I would like to thank and praise to Almighty God, Allah SWT who has given the mercy, the blessing, guarding, and guidance in my life, especially in accomplishing this thesis one of the requirements for the degree of Sarjana Sastra from English Department at Faculty of Cultural Studies, University of Sumatera Utara. Shalawat and Salam for the Prophet Muhammad SAW who has brought us from the darkness to the brightness.
I would like to express my sincere gratitude to my supervisor, Drs. Chairul Husni, M.ED. TESOL and my co-supervisor, Rahmadsyah Rangkuti, M.A, Ph.D, for the benefit of their wide knowledge and for their suggestions, guidance and advice in making corrections to this thesis. I also would like to thank all lectures who given knowledge throughout academic years.
Then, I would like to thank the Dean of Faculty of Cultural Studies, Dr. Drs. Budi Agustono, M.S , the Head of English Department Dr. Muhizar Muchtar M.S, and the Secretary of English Department Rahmadsyah Rangkuti M.A., Ph.D, and all the staff for their valuable help throughout the academic years.
daughter. And also thank to my siblings, Elfan Syahputra, S.Pd, and Fatia Aulia who have really support education from the first semester until completed this thesis.
My special thank is dedicated to my beloved partner Ridho Rahadian Fauzan, who always help, patient, and support me everytime , for having great time together, love you and lucky to have you. For my beloved friends Tri Suci Ratnasari S.S , Ayang Kuswira S.Pd, Sofie Siregar, Rena Andari , Natassa Febrini S.Psi , Rasyika Yumni S.E, Cut Alin S.E, Indra, Dandy, Lilis Handayani S.S, Zulfida Sari , Aviandhani, Hasanah, Nana Suryana, Sahuri , Rumada, Rezki, and Abun. who always supports, cares, and other things that help me to complete this thesis. Thank you for the nice friendship during our study. I will be missing the days we spent together. The last, thanks to my classmate in English Department who always spend our times together.
Medan, July 2016
Siska Amelia
ABSTRACT
This thesis deals with Error Analysis on the Use of Gerund Made by The Eleventh Grade Students of SMA Free Methodist Medan”. The objectives are to find the kinds and the most dominant errors in the use of Gerund , the data are taken from 30 students as the samples by giving them some test concerning Gerund. The data, then, are analyzed based on the kinds and the most dominant errors. From the analysis it is found that the percentage of omission error 40.47%, addition is 23.47%, misformation is 29.32%, and misordering is 6,74%. Therefore, the most dominant error is Omission Error 40.47%.
ABSTRAK
Skripsi ini berkaitan dengan “An Error Analysis on the Use of Gerund Made by The Eleventh Grade Students of SMA Free Methodist Medan”. Tujuan penelitian ini adalah untuk menemukan jenis-jenis kesalahan dan kesalahan yang paling dominan di dalam menggunakan Gerund, data diambil dari 30 siswa sebagai sample dengan memberikan mereka beberapa test yang berhubungan dengan Gerund. Kemudian, data di analisis berdasarkan jenis dan kesalahan yang paling dominan. Dari analisis-analisis itu ditemukan persentase kesalahan penghilangan 40.47%, kesalahan penambahan 23.47%, kesalahan informasi 29.32%, dan kesalahan susunan 6.74%. Oleh karena itu, kesalahan yang paling dominan adalah kesalahan penghilangan 40.47%.
TABLE OF CONTENTS
AUTHOR’S DECLARATION ... v
COPYRIGHT DECLARATION ... vi
ABSTRAK ... vii
ABSTRACT ... ix
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1
1.2 Problem of the Study ... 4
1.3 Objective of the Study ... 5
1.4 Scope of the Study ... 5
1.5 Significance of the Study ... 5
CHAPTER II REVIEW OF LITERATURE 2.1 Theoretical Concepts ... 6
2.2 Description of Error Analysis ... 6
2.2.1 Types of Error ... 8
2.2.2 The Cause of Error ... 9
2.3. The Difference between Error and Mistake ... 10
2.4 Gerund in Brief ... 10
2.4.3 Gerund and Present Participle ... 19
2.4.4 Comparison between Gerund and Infinitive ... 21
2.5 Previous Studies ……….. .... 23
CHAPTER III METHOD OF RESEARCH 3.1 Research Method ... 25
3.2 Data and Data Source ... 25
3.3 Data Collecting Procedure ... 26
3.4 Data Analysis Method ... 26
CHAPTER IV ANALYSIS AND FINDINGS 4.1 Data Analysis ... 28
4.1.1 Kinds of Error in Using Gerund as Subject ... 28
4.1.2 Kinds of Error in Using Gerund as Object ... 33
4.1.3 Kinds of Error in Using Gerud as Preposition ... 38
4.1.4 Kinds of Error in Using Gerund as Possesive ... 40
4.1 Findings ... 42
4.2.1 The Table of Errors ... 42
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusions ... 45
5.2 Suggestions ... 46
LIST OF TABLES
Table 1. Kinds of Error ... 42
Table 2. The Errors of Omission ... 43
Table 3. The Errors of Addition ... 43
Table 4. The Errors of Misformation` ... 44
