By:
MUHAMAD CHOTIB FIRDAUS NIM. 105014000391
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY
AN ERROR ANALYSIS OF STUDENTS' ABILITY IN
LEARNING GERTJND AT SECOND GRADE OF
SENIOR HIGH SCHOOL
(A Case Study at the Second Year Students of SMK Taman llmu Depok)
A "Skripsi"
Presented to the Department of English Education
In a Partial Fulfillment of Requirements for the Degree of Strata I (S-1)
Approved by
Advisor
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH A}\D TEACHERS' TRAINING 66SYARIF HIDAYATULLAH'' STATE ISLAMIC UNIVERSITY
JAKARTA
2013
ENDORSEMENT SHEET
The ooSkripsi" (Scientific Paper) entitled "AN ERROR ANALYSIS OF STUDENTS' ABILITY IN USING GERLTND" (A case Study at the Second year Students of SMK Taman Ilmu Depok), written by Muhamad Chotib Firdaus, student's registration number: 105014000391 was examined in the examination session of the
faculty of Tarbiyah and Teacher's Training, Syarif Hidayatullah State Islamic University Jakarta on February 27th, 2013. The "skripsi" has been accepted and declared to have
fulfilled one of the requirements for academic title of ooS.Pd." in English Language
Education at the Department of English Education.
J akarta, February 27th, 20 73
Examination Committee:
CHAIRMAN : Drs. Syauki" M.Pd.
NIP: 19641212199103 | 002
SECRETARY : Neneng Sunengsih" M.Pd. NIP: 19730625 199903 2 001
EXAMINER l: Dr. Fahriany. M.Pd.
N I P : 1 9 7 0 0 6 1 1 1 9 9 1 0 1 2 0 0 1
EXAMINER 2: Neneng Sunenesih. M.pd.
ining Faculty
Saya yang bertanda tangan di bawah ini,
N a m a
Tempat/Tgl.Lahir
NIM
Jurusan/Prodi
Judul Skripsi
An Error Analysis of Students' Ability in Using Gerund (A Case Study at the Second Year Students of SMK Taman llmu Depok)
Dosen Pembimbing : Drs. Syauki, M.Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jawab secara akademis atas apayang saya tulis.
Jakuta,3l Mei 2013
_--.-. .M,qbesiswa Ybs.
Muhamad Chotib Firdaus Tangerang, 21 Agustus 1987
1 0 5 0 1 4 0 0 0 3 9 1
Pendidikan Bahasa Inggris / Pendidikan Bahasa Inggris
H a l 1t1
SURAT PERNYATAAN
KARYA SENDIRI
i
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisor: Drs. Syauki, M.Pd.
Keywords: Error, Gerund, and SMK Taman Ilmu Depok
The aim of this research is to find out and identify some errors made by the students in using gerund, the types of students’ errors in learning gerund, most frequent occurrence errors committed by students, and the causes of students’ errors in using gerund.
In this research, the writer used qualitative method in a form of descriptive analysis (percentage) that included observation, collecting the students’ test, analyzing, and interpreting the data. For collecting the data, the researcher used
observation, students’ test and interview as the instrument. The subject of this
research is the eleventh grade students of SMK Taman Ilmu Depok. The writer gave the thirty students the filling in the blank test that consists of 32 items, 8 items in the form of gerund as subject of a sentence, 8 items in the form of gerund as object of preposition, 8 items in the form of gerund as direct object of certain verbs, and 8 items in the form of gerund as the complement of a sentence.
ii
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing: Drs. Syauki, M.Pd.
Kata Kunci: Kesalahan, Gerund, dan SMK Taman Ilmu Depok
Tujuan dari penelitian ini adalah untuk menemukan dan mengidentifikasi beberapa kesalahan yang dilakukan siswa dalam menggunakan gerund, jenis kesalahan-kesalahan siswa dalam menggunakan gerund, kesalahan-kesalahan yang sering dilakukan siswa, dan penyebab kesalahan-kesalahan siswa dalam menggunakan gerund.
Dalam penelitian ini, penulis menggunakan metode kualitatif dalam bentuk analisis deskriptif (persentase) termasuk observasi, mengumpulkan hasil tes siswa, menganalisis, dan mengumpulkan data. Dalam mengumpulkan data, peneliti melakukan pengamatan, tes siswa dan interview sebagai instrumen. Subjek penelitian ini adalah siswa kelas XI (sebelas) SMK Taman Ilmu Depok. Penulis memberikan 32 soal kepada 30 siswa, dari 32 soal tersebut terdiri dari 8 soal dalam bentuk gerund as subject of a sentence, 8 soal dalam bentuk gerund as object of preposition, 8 soal dalam bentuk gerund as direct object of certain verbs, dan 8 soal dalam bentuk gerund as the complement of a sentence.
iii
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this
“skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the
requirements for the degree of S.Pd. (S-1) in English Education.
In this process of finishing this “skripsi”, the writer got a lot of guidance
and motivation from people around him. Therefore, the writer would like to
express his deepest gratitude to his wonderful parents, (Mr. Ramin and Mrs.
Musanah).
Furthermore, the writer would like to express his great honor and deepest
gratitude to his advisor, Drs. Syauki, M.Pd. for his valuable help, guidance,
comments, corrections and suggestions and who has been very patient to sacrifice
his energy and time to assist the writer so that the writer could finish this
“skripsi”.
The writer’s sincere gratitude also goes to:
1. Prof. Dr. H. Rif’at Syauqi Nawawi, M.A., the Dean of the Faculty of Tarbiyah
and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., as the Head of English Education Department.
3. Neneng Sunengsih, M.Pd., as the Secretary of English Education Department.
4. All lecturers in English Education Department who have taught the writer
iv
6. All friends in English Education Department 2005 especially Wildan Hamdani
and Munsyi Ulhaq for the great friendship, support, togetherness and
knowledge they have shared. May Allah the Almighty bless them all, so be it.
The writer realizes that this “skripsi” cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for him to get critiques
and suggestions to make this “skripsi” better.
Jakarta, February 2013
v
ABSTRAK... ii
ACKNOWLEDGEMENT... iii
TABLE OF CONTENTS... v
LIST OF TABLES... vii
LIST OF APPENDICES... viii
CHAPTER I INTRODUCTION... 1
A. Background of the Study... 1
B. Identification of the Problem... 4
C. Limitation of the Problem... 5
D. Formulation of the Problem... 5
E. Objectives of the Study... 5
F. Significances of the Study... 5
CHAPTER II THEORETICAL FRAMEWORK... 7
A. Error Analysis... 7
1. Understanding of Error... 8
2. Distinction between Error and Mistake... 8
3. Causes of Error... 9
4. Types of Error... 14
5. Goal of Error Analysis... 18
6. Procedure of Error Analysis... 19
B. Gerund... 20
1. Understanding of Gerund... 20
2. Kinds of Gerund... 21
3. Forms of Gerund... 22
4. Uses of Gerund... 22
vi
A. Research Design... 30
B. Place and Time of the Study... 31
C. Subject of the Research... 31
D. Instrument of the Research... 31
E. Technique of Data Collecting... 32
F. Technique of Data Analysis... 32
CHAPTER IV RESEARCH FINDING... 34
A. Data Description... 34
B. Data Analysis... 37
C. Data Interpretation... 47
CHAPTER V CONCLUSION AND SUGGESTION... 50
A. Conclusion... 50
B. Suggestion... 51
BIBLIOGRAPHY... 52
vii
Table 2.2. List of Verbs Frequently Followed by Gerund (George E. W.) ...24
Table 2.3. List of Verbs Frequently Followed by Gerund (Betty S. A.) ...25
Table 4.1. Material Display within The English Test Items ...34
Table 4.2. Percentage of Types of Error ...38
Table 4.3. Frequency of Errors in Gerund as Subject of a Sentence ...39
Table 4.4. Frequency of Errors in Gerund as Object of Preposition ...40
Table 4.5. Frequency of Errors in Gerund as Direct Object of Certain Verbs ...41
Table 4.6. Frequency of Errors in Gerund as the Complement of Sentence ...42
Table 4.7. Percentage of Errors in Learning Gerund ...48
Table 4.8. The Sequence of Gerund Tested Area Based on Its High Frequency of Errors ...48
viii
Appendix 2 The Identification of Students’ Error in Learning Gerund as
Subject of a Sentence ...55
Appendix 3 The Identification of Students’ Error in Learning Gerund as Object of Preposition ...81
Appendix 4 The Identification of Students’ Error in Learning Gerund as Direct Object of Certain Verbs ...107
Appendix 5 The Identification of Students’ Error in Learning Gerund as Complement of a Sentence ...140
Appendix 6 The Instrument of Test ...171
Appendix 7 The Answer Key of Test ...173
Appendix 8 Students’ Answer Sheet...174
Appendix 9 The Instrument of Teacher’s Interview ...178
Appendix 10 The Instrument of Students’ Interview ...180
CHAPTER I
INTRODUCTION
A. Background of the Study
In this modern age, communication plays an important role in human’s
life. Human beings do not normally live in isolation without any contact with
the others. To fulfill the needs for communicating with others, language is
used as one of the means of communication among people, and needless to
say that it is employed for hundreds of purposes. In this sense, communication
can be in term of transferring the ideas, thought, feelings, attitudes or
message.1 Briefly, it can be said that language is a means of communication.
According to Nuttal in Teaching Reading Skills in a Foreign
Language, stated that communication occurs when a message transmitted from
one person to another is commonly understood by both parties. In other words,
it is successful when a message actually reaches its destination, it is perceived
by the receiver as the sender intended. Successful communication is expected
to build a kind of relationship between the speaker and the listener.2 Absence
of communication causes all sorts of ills, while lack of communication maybe
blamed for failures in business, disharmony in organization, and any other
form of inconvenience.
Nowadays, people can communicate with one another easily, not only
among people in our country but also among those in the whole world. They
need a certain language as a Lingua Franca to communicate between two
people who do not share the same languages; one of that Lingua Franca is
English.3 English is used as well as medium of developing relationship with
1
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann, 1982), p. 3.
2
Ibid
3
Jeremy Harmer, The Practice of English Language Teaching 3rd Edition, (Essex: Pearson Education Limited, 2001) p. 20.
other nation, English is also to absorb and develop science, technology,
economy, and culture.
In education, English functions as a communication tool to access and
to exchange any information, to build interpersonal relationship, also to know
and to have language aesthetic in English culture. Furthermore, as noted
Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk
Sekolah Menengah Atas dan Madrasah Aliyah there are three objectives of
English subject. But here, the writer focus on the first point, that is:4
Mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi mendengarkan (Listening), berbicara (Speaking), membaca (Reading), dan menulis (Writing).
To develop communication ability on that language, in both written
and spoken, we have to learn and comprehend four skills. Those four skills
are listening, speaking, reading, and writing. When we learn our native
language, we usually learn to listen first, then to speak, then to read, and
finally to write. Listening and speaking are called method of spoken
communication meanwhile reading and writing are called method of written
communication. Listening and reading are receptive skills and speaking and
writing are productive skills
To use those skills correctly, the students have to learn sub skills. They
are vocabulary, grammar, and pronunciation. Here, the writer will focus on
grammar. Structure or commonly called grammar is one of English sub skills
will give a certain pattern in using language both orally and written. With
grammar, the language is more meaningful.
According to Harmer in the Practice of English Language Teaching
stated that “Grammar can thus be partly seen as knowledge of what words can go where and what form these words should take. Studying grammar means
4
knowing how different grammatical elements can be strung together to make
chains of words.”5
Moreover, Ur in Grammar Practice Activities: A Practical Guide for Teachers stated that “grammar may be roughly defined as the way a language manipulates and combine words (or bits of words) in order to form longer
unit of meaning”.6
From those statements above, the writer conclude that grammar is
knowledge of how to combine and manipulates words together to make a
good sentence or paragraph.
In addition, grammar is an essential part to be learnt in the process of
acquiring language; it must be mastered to help someone in making a
sentence or paragraph grammatically and meaningfully. As Ur said that the
knowledge of grammatical rules is essential for the mastery of a language.7
If we study grammar, we will study verb, and if we study verb, we will
study present participle, past participle, infinitive, and gerund. Past participle
is –ed form, infinitive is to- form, and present participle also gerund have the same form, -ing form.
As far as the writer concerned after he had done an observation at the
second grade students at SMK Taman Ilmu Depok, some problems occurred
when students learned grammar, especially in learning gerund. This problem
could happen because they still make errors in understanding, learning, and
using gerund. From the data that the writer gets from the interview to the
English teacher and from pre-test, the writer concluded that the problem
could happen because the students still having difficulties in distinguishing
the form of gerund and use of gerund. One of the errors which is faced by the
students in learning and using gerund is lack of knowledge of the rules on
5
Jeremy Harmer, the Practice of English Language Teaching 3rdEdition, (Essex: Pearson Education Limited, 2001), p. 32.
6
Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 1988), p. 4.
7
adding –ing to the verb when forming gerund. And they also could not
differentiate between the use of gerund and present participle.
Here are the examples of the misunderstanding of using gerund. He will consider go with you, read is good activity. From those examples, the writer concluded that most of students did not know how to use gerund. He
tried to correct those sentences as follows: He will consider going with you, reading is good activity. It is in line with the statement of George E. Wishon and Julia M. Burks in Let’s Write Englishthat “the gerund is the –ing form of the verb used as a noun. Notice that the gerund has the same form as the
present participle. However, it functions difference in the sentence. It is
always a noun and can function in any noun position”.8
Based on the discussion above, the writer considers the difficulties
faced by students in learning and using gerund. It is about getting students’
understanding of the use of the gerund form and the difference from the
present participle.
Based on the statement above, the writer takes a title of this “Skripsi”
“An Error Analysis of Students’ Ability in Using Gerund” (A Case Study at the Second Year Students of SMK Taman Ilmu Depok)
B. Identification of the Problem
Based on the background of the problem above, the writer identifies
some problems which could influence students’ errors in using gerund at
second year students of SMK Taman Ilmu Depok. They are:
a.Lack of knowledge of the rules on adding –ing to the verb when forming
gerund.
b.Students’ difficulties in distinguishing the form of gerund and use of
gerund.
c.Students’ difficulties in differentiating between the use of gerund and
present participle.
8
d.Classroom activity including how teacher delivers this material.
C.
Limitation of the Problem
It is necessary to make limitation of the problem, the limitation of
problem in this skripsi is intended to analyze the students’ errors in using gerund at second year students of SMK Taman Ilmu Depok.
D. Formulation of the Problem
Based on the limitation of the problem above, the writer plans to analyze
the students’ errors in using gerund. Therefore, to avoid this research become
either too narrow or too abroad, the writer makes some general questions to
guide him. The general questions of this research are:
1. What are kinds of students’ errors in using gerund?
2. What are the frequent errors which committed by students in using
gerund?
3. What are the causes of students’ errors in using gerund?
E.
Objectives of the Study
According to the formulation of the problem above, the objectives of
the study are as follows:
1. To find out students’ errors in using gerund.
2. To find out the frequent errors which committed by students in using
gerund.
3. To find out the causes of students’ errors in learning gerund.
F. Significances of the Study
The results of this study can provide useful information for many
groups of people. Principally, the uses of language in a school, family, society,
The other use of this study, especially for the writer himself is a
principle to apply teaching of English in a higher rank. It is also useful for the
library of FITK UIN Syarif Hidayatullah Jakarta for its bibliography dealing
with the improvement of education field.
By this study, first the writer really hopes that after reading the skripsi
specifically, the readers can add their knowledge about how to behave and how
to overcome all the problems in surviving in the school life.
For English teacher, it is supposed that grammar will be more
considered in the teaching learning process. From the skripsi, it will make the
teacher knows and understands the characteristics of his/her students, so he/she
can handle during teaching learning process well. In supporting teaching
learning process at school, the teacher should try hard to be more active in
giving a chance to the students to practice speaking English.
The last, the writer also expects to encourage readers to be eager to
study about grammar. That will make you easier to communicate and tell what
you want to say to the native speaker or non-native speaker who can speak
CHAPTER II
THEORETICAL FRAMEWORK
A.
Error Analysis
Error is normal and making error is unavoidable during the learning
process. It will always occur although best effort has been done. Errors made
by the students do not mean a failure or inadequacy but they can be viewed as
important evidence of strategies or procedure employed by the student in
learning a second language. They are also significant to the teacher and to the
student himself.
In language teaching and testing, error analysis is a technique of
measuring progress and of devising teaching methods by recording and
classifying the mistakes made by students, meanwhile in linguistics, error
analysis is the observation of errors in the speech process as a means of
understanding the phonological and semantic components of language,
interactional processes, and speakers' discourse strategies.1
Error analysis is an activity to reveal errors found in writing and
speaking. Brown defined error analysis as “the process to observe, analyze,
and classify the deviations of the rules of the second language and then to
reveal the system operated by learner.”2 It seems this concept is the same as
the one proposed by Crystal i.e. error analysis is “a technique for identifying,
classifying, and systematically interpreting the unacceptable forms produced
by someone learning a foreign language, using any of the principles and
procedures provided by linguistics.”3
1
Education.com, Error Analysis (Language), 2012, (http://www.education.com/definition/error-analysis-language/).
2
H. Douglas Brown, Principles of Language and Teaching, (New Jersey: Prentice Hall, Inc., 1980), p. 166.
3
David Crystal, the Cambridge Encyclopedia of Language, (New York: Cambridge University Press, 1987), p. 112.
The definitions above clarify that error analysis is an activity to
identify, classify, and interpret or describe the errors made by someone in
speaking or in writing and it is carried out to obtain information on common
difficulties faced by someone in speaking or in writing English sentences.
1.
Understanding of Error
To get clear understanding about error, several opinions have been
given by some linguists that should be observed among others. H.
Douglas Brown defines an error as “noticeable deviation from the adult
grammar of a native speaker, reflecting the inter-language competence of
learner.”4
Dulay stated error as “the flawed side of learner speech of
writing.”5
It means that there is something wrong in norm of language
performance. Then Klassen defines an error “as a form or structure that a
native speaker deems unacceptable because of its inappropriate use.”6
From these opinion about errors, it can be concluded that errors are
something that the students do in their learning by using unacceptable
and inappropriate forms of the grammar of the target language and the
competence of a second language.
Errors have played an important role in the study of language
acquisition and in examining a second or a foreign language acquisition.
Errors are also associated with the strategies that people employ to
communicate in a language.
2.
Distinction Between Error and Mistake
Error and mistake are not the same. But most the people still
misunderstand about the definition of both. To be more clarified between
error and mistake, Hubbard et.al. said “error caused by lack of
4
Brown, op.cit., p. 170.
5
Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p. 138.
6
knowledge about the target language (English) or by incorrect hypothesis
about it, and mistakes caused by temporary lapses or memory, confusion,
slips of the tongue and so on.”7
Another way to differentiate between
error and mistake is if the learners can correct themselves, it is probably
mistake, but if they cannot, it is an error.
In his book on mistakes and correction, Edge suggests that we can
divide mistake into three broad categories: “slips (that is mistakes which
students can correct themselves once the mistake has been pointed out to
them), „errors’ (mistakes which they cannot correct themselves – and
which therefore need explanation), and „attempts’ (that is when a student
tries to say something but does not yet know the correct way of saying
it).8
From explanation above, it can be concluded that error is
systematic and the students selves cannot correct, because it reflects the
students’ competence in the target language. In contrast, a mistake is an error that students can selves correct, because it is only the result of the
students’ performance.
3.
Causes of Error
Learning a foreign language is of course different from learning
one’s mother tongue. The students that are learning foreign language cam make errors in foreign language. Errors are sign of learning failure and,
as such, not to be willingly tolerated. So, the teacher must analyze what
kinds of causes of errors that happen to students. According to Corder,
there are three major causes of error, which he labels „Transfer Error’
(Mother-tongue Interference), „Analogical Error’ (Over-generalization),
7
Peter Hubbard, et.al., a Training Course for TEFL, (Oxford: Oxford University Press, 1983), p. 134.
8
and „Teaching Induced Error’ (Error Encouraged by Teaching Material
or Method).9
a. Mother-tongue Interference
The beginning stage of learning a second language is
characterized by good deal of mother tongue interference (from the
nature language), in this early stage, before the system of the second
language is familiar, the native language is the only familiar
language system. Although young children appear to be able to learn
a foreign language quite easily and to reproduce new sound very
effectively, older learner has experience considerable difficulty.The
sound system (phonology) and grammar of native language
sometimes impose themselves on the new language and this leads to
“a faulty foreign pronunciation”, faulty grammatical pattern and
wrong choice of vocabulary.
Example:
-* She in my chair sitting is. – instead of – She is sitting in my
chair.10
b. Over-generalization
Over-generalization covers instance where the learner creates a
deviant structure on the basis of his experiences of other structures in
the target language. Some over-generalization is signed by:
1) Over-generalization generally involves the creation of one
deviant structure in place of two regular structures.
Example:
He can sings.
We are hope.
It is occurs
It may be the result of the learner reducing his/her linguistic
burden, with the omission of third person “s”.
9
Hubbard et.al., op.cit., pp. 140-142.
10
2) Over-generalization is associated with redundancy reduction, for
example the - ed marker, in narrative or in other past context
often appears to carry no meaning, on sentence - I buy the book
last week - it as cleared, the word “bought” does not have
meaning anymore because there was phrase „last week’. c. Error Encouraged by Teaching Material or Method
Error can appear to be induced by teaching process itself and
error is an evidence of failure of ineffective teaching or lack control.
If material is well chosen, graded, and presented with meticulous
care, there should never be any error. Corder said “it is however, not
easy to identify such error except in conjunction with a close study
of the material and teaching technique to which the learner has been
exposed. This is probably why so little is known about them”.11
It is easy to accept this in the early stages of language learning
controls applied in the shape of substitution tables, conversation
exercises of mechanical nature and guided sentence patterns, but
more difficult at later stages.
Example in regular and irregular verb:
-* I am going to school every day. Instead of – I go to school every day.
Meanwhile Brown distinguishes the causes of error into four
causes, they are: Interlingual Transfer, Intralingual Transfer, Context of
Learning and Communication Strategies.12
a. Interlingual Transfer
Interlingual errors happened because the interference of a
mother tongues into a target language. Interference is transfer of a
native language, which impede the learning of a target language
because of differences between both languages.
11
Hubbard et.al., loc.cit.
12
In this early stage, before the system of the second language is
familiar, the native language is the only linguistic system in previous
experience upon which the learner can draw.
b. Intralingual Transfer
The early stage of language learning is characterized by a
predominance of interlingual transfer, but once the learner has begun
to acquire part of the new system, more and more interlingual
generalization within the target language manifested, and his
previous experience begin to include structure within the target
language itself.
c. Context of Learning
Context refers to the classroom with its teacher and its material
in the case of school learning. In a classroom context, the teacher or
the textbook can lead the student to make faulty hypotheses about a
language. Students often make errors because of misleading
explanation from the teacher, faulty presentation of a structure or
word in a textbook.
d. Communication Strategies
Communication strategies actually include processes of
interlingual and intralingual transfer and the context of learning as a
learner tries to get a message across to a hearer or reader.
Richards divided causes of error into four areas; those are
over-generalization, ignorance of rule restrictions, incomplete application of
rules, and false concept hypothesized.13
a. Over-generalization
Over-generalization is the use of previously available strategies
in new situation. Over-generalization covers instances where the
learner creates a deviant structure on the basis of his experience of
other structures in the target language.
13
Jack C. Richard, Error Analysis: Perspectives on Second Language Acquisition,
Example:
-* Do you go to Bali last year? Instead of – Did you go to Bali last
year?
b. Ignorance of Rule Restrictions
Closely related to the generalization of deviant structures is
failure to observe the restrictions of existing structures, that is, the
application of rules to contexts where they do not apply.
Example:
-* The man who I saw him yesterday is my teacher. Instead of – the
man whom I saw yesterday is my teacher.
c. Incomplete Application of Rules
This error is the result of the learner’s high motivation to
achieve communicative ability. In achieving this, learner sometimes
produces grammatical incorrect sentence.
Example:
-* She go to school every day. Instead of – She goes to school every
day.
d. False Concept Hypothesized
This error is the result of the faulty comprehension of distinction
in the foreign language, sometimes this error is because of the poor
gradation of materials of teaching.
Example:
-* He is speaks English. Instead of – He speaks English.
From the explanation above, there are some major causes of error
that usually happen to students according to Corder, Brown, and Richard
namely: „transfer error’ (Mother-tongue interference), „analogical error’
(Over-generalization), and „teaching induced error’ (Error encouraged by
teaching material or method), Interlingual Transfer, Intralingual Transfer,
Context of Learning and Communication Strategies, over-generalization,
ignorance of rule restriction, incomplete application of rules, and false
4.
Types of Error
There are four classification of students’ error according to Dulay, viz.: linguistic category taxonomy, surface strategy taxonomy,
comparative taxonomy, and communicative effect taxonomy.14
a. Linguistic Category Taxonomy
Many error taxonomies has been based on the linguistic item,
which is affected by an errors. These linguistic category taxonomies
classify errors according to either or both the language component
and the particular lingusitic constituent the error effects.
Language components include phonology (pronunciation),
syntax and morphology (grammar), semantics and lexicon (meaning
and vocabulary), and discourse (style). Constituents include the
elements that comprise each language component. For example,
within syntax one may ask whether the error is in the main or
subordinate clause, and within a clause, which constituent is
affected, e.g. the noun phrase, the auxiliary, the verb phrase, the
preposition, the adverb, the adjective, and so forth.
b. Surface Strategy Taxonomy
Surface strategy taxonomy highlights the ways surface
structures are altered: Learners may omit necessary items (omission)
or add unnecessary ones (addition); they may misform items
(selection) or misorder them (misordering).15
1) Omission
Omission errors are characterized by the absence of an item
that must appear in well-formed utterance. Although any
morpheme or word in a sentence is a potential candidate for
omission, some types or morphemes are omitted more than others.
Example:
14
Dulay et.al., op.cit., pp. 146-172.
15
Mary (is the) president (of the) new company.
2) Addition
Students not only omit elements, which they regard as
redundant, but they also add redundant elements. Addition errors
are the opposite of omission. They are characterized by the
presence of an item, which must not appear in a well-formed
utterance. They are three types of addition errors have been
observed in the speech of both L1 and L2 namely double
markings, regularization, and simple addition.16
a) Double Markings
Double markings are two items rather than one is marked
for the same feature. Many addition errors are more
accurately described as the failure to delete certain items
which are required in some linguistic constructions, but not in
others.
Example:
He doesn’t knows my name or we didn’t went there.
b) Regularization
A rule typically applies to a class of linguistic items, such
as the class of main verbs or the class of nouns. There are
both regular and irregular forms and constructions in
language, learners apply the rules used to produce the regular
ones to those that are irregular, resulting in errors of
regularization. Such as, the verb eat become eated; the noun sheep is also sheep in the plural, not sheeps.
c) Simple Addition
Errors are „grab bag’ subcategory of additions. If an addition error isn’t a double marking or regularization, it is
called simple addition. There are not particular feature, which
16
can characterize simple addition other than not appear in a
well-formed utterance.
Example:
The fishes doesn’t live in the water.
3) Misformation
Misformation errors are characterized by the use of the wrong
form of the morpheme or structure. While in omission errors the
item is not supplied at all, in misformation errors the student
supplies something, although it is incorrect.
There are three types of misformation namely; regularization
errors, archi-forms, and alternating forms.
a) Regularization Errors
It is that all under misformation category are those in
which a regular marker is used in place of an irregular one.
For example: runned for run or goose for geese.
b) Archi-forms
The selection of one number of a class of forms do
represent others in the class is a common characteristic of all
stages of second language acquisition. We have called the
form selected by the students of an archi-form. For example:
a learner may select one member of the class of personal pronoun to function for several others in the class. Me hungry, give me that!
c) Alternating Forms
As the student’s vocabulary and grammar grow, the use of
archi-forms often gives way to the apparently fairly free
alternation of various members of a class with each other. For
example: those dog.
Misordering is a wrong placement of morpheme or a group of
morphemes in an utterance. For example: I don’t know what is that.
c. Comparative Taxonomy
The classification of error in a comparative taxonomy is based
on comparison between the structure of second language errors and
certain other types of constructions. There are four types of error
according to comparative taxonomy viz. Development Errors,
Interlingual Errors, Ambiguous Errors, and Other Errors.17
1) Development Errors
These errors are similar to errors made by the students
learning the target languages as their first language. For
example: Dog eat it. The omission of the article and the past
tense marker any be classified a development because they are
aslo found in the speech of students learning English as their
first language.
2) Interlingual Errors
Interlingual errors are similar in structure to a semantically
equivalent phrase or sentence in the students’ native.
Interlingual error refers to L2 errors that reflect native language
structure regardless of the internal process or external conditions
that spawned them. For example: He has a book green.
3) Ambiguous Errors
Ambiguous errors are those that could be classified equally
well as development or interlingual. These errors reflect the
student’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first
language. For example: I no have car.
4) Other Errors
17
Other errors are the errors made by the student’s native using
their native language structure on their second language
developmental form, such as “she do hungry”, where “do” as
verb for presents tense must add “s/es” for subject “she”.
d. Communicative Effect Taxonomy
Communicative effect focuses on distinguishing between errors
that seem to cause miscommunication and those that don’t. Errors
that affect the overall organization of the sentence hinder successful
communication (global error), while errors that affect a single
element of the sentence usually do not hinder communication (local
error). For example: (global error): English language use many
people. (Local error): Why we like each other?
Meanwhile Touchie stated that “Researchers in the field of applied
linguistics usually distinguish between two types of errors: performance
errors and competence errors.18
a. Performance Errors, are those errors made by learners when they are tired or hurried. Normally, this type of error is not serious and
can be overcome with little effort by the learners.
b. Competence Errors, are more serious than performance errors since competence errors reflect inadequate learning.
In this connection, it is important to note that researchers distinguish
between mistakes which are lapses in performance and errors which reflect inadequate competence.
5.
Goal of Error Analysis
The most practical use of the analysis of the error is the teachers.
It is designing pedagogical material and strategies. Dulay stated that
studying students’ errors serves two major purposes:
18
a. It provides data from which inferences about nature of language
learning process can be made.
b. It indicates to teachers and curriculum developers, which part of the
target language students have most difficulty producing correctly
and which error types detract most from a student’s ability to
communicate effectively.
The theoretical aspect of error analysis is part of the methodology
of investigating that the language learning process.
6.
Procedure of Error Analysis
In the language teaching, either a native language or a second
language teaching, study about students’ errors is very important. There are some procedures in error analysis, namely:
a. Identification of errors
b. Description of errors
c. Explanation of errors
d. Evaluation of errors
e. Preventing/correction of errors.19
The first step in the process of analysis is recognition or
identification of errors. In this step, teachers recognize the students’
errors from the task given by the teachers.
The second step is the describing error. It begins when an
identification stage has taken place. The description of student errors
involves classification of kinds of errors made by the student.
The third step is the explanation of error that can be regarded as a
linguistic problem. This step attempts to account for how and why the
students’ error happen.
19
The fourth step is evaluation of errors. In this step, the teacher
gives evaluation from the task done by the students depends on the task
that teacher will give to the students.
Finally, the last step in the process of analysis is correction of
errors where the teacher checks from the task done by the students. And
then the teacher gives the correct answer from the errors has been done
by the students.
[image:32.595.115.518.304.562.2]Example:
Table 2.1.
Procedure of Error Analysis Identification of
Error
Description and Error Classification
Explanation Correction
I watch television
last night.
Simple Past Tense
– omission of – ed.
The verb “watch”
should be Simple
Past
I watched
television last
night.
He is owing me
ten thousands
rupiah.
Verb inappropriate
verb construction.
“owe” is a stative verb and doesn’t
require the –ing
participle
He owes me ten
thousands rupiah.
B. Gerund
1.
Understanding of Gerund
Swan defined that gerund is “the-ing form of a verb, used like a
noun (for instance as the subject of sentence, or after preposition)”20
.
20
According to Azar, Gerund is “the-Ing form of a verb used as a
noun. A gerund is used in the same ways as a noun, i.e. as a subject or an
object”.21
And Thomson and Martinet stated that when a verb is
immediately after a preposition the gerund form must be used”22
.
Foley and Hall stated in Longman Advanced Learner’s Grammar: A Self-Study Reference and Practice Book with Answer, they stated that
“The –ing and infinitive forms of verbs are very common in English and can act as subject, object, and compliment of verbs. When used like noun,
-ing form are often referred to as „Gerund’.23
From the quotations above, it can be concluded that gerund is the
-ing form of a verb, used as a noun, as it can function as subject or an object sentence, and also as an object preposition.
2.
Kinds of Gerund
Wishon and Burks noted that there are two kinds of gerund, they are:
a. Simple Gerund: is gerund that is the-ing form of the verb used as a
noun. Notice that the gerund has the same form as the present participle.
However it functions differently in the sentence. It is always a noun and
can function in any position noun (e.g.: swimming is a good exercise).
b. Gerund Phrase: while a gerund functions as a noun, it also retains some
characteristics of a verb. Although it may have modifiers like a noun
(usually before it), it may also have adverbial modifiers like a verb
(usually after it). If a noun or pronoun precedes a gerund, it must be in
the possessive or adjectival form.
Your singing is beautiful.
Everyone admires Patrice’s expert dancing.
21
Betty Schramper Azar, Understanding and Using English Grammar (New Jersey: Prentice Hall, Inc., 1992), p.150.
22
A. J. Thompson and A. V. Martinet, Practical English Grammar, (Kuala Lumpur: Oxford University Press, 1986), p. 229.
23
The gerund phrase is italicized; the simple gerund is underlined.24
3.
Forms of Gerund
The gerund is the –ing form of the verb used as a noun. Notice that
the gerund has same form as the present participle.
However, it functions differently in the sentence. Gerund is a noun
and can function in any noun position25.
According to Sinclair and Prowse, there are some rules on adding –
ing to the verb when forming the gerund26.
a. If the verb ends in “e”, drop the “e” before “ing”
e.g. dance dancing
If the verb ends in “ee”, make no change.
e.g. see seeing
b. If the verbs has no one syllable and ends in a vowel + consonant, put
double consonants before “ing”.
e.g. put putting
cut cutting
c. If the verb end in Y, W, X, or in two consonants, or in two vowels,
make no change.
e.g. say saying
push pushing
c. If the last syllable of a longer verb is stressed, double the consonant
before “ing”.
forget forgetting
4.
Uses of Gerund
According to the definition above, here the writer would like to
explain the usages of gerund in the sentence widely.
24
Wishon and Burks, op.cit., p. 268.
25
Ibid.
26
a. Gerund as Subject of a Sentence
The subject is a noun. Gerund is a noun. It means that gerund can
function as subject of a sentence. When its position is in front of the
sentence.
Gerund can be the subject of the sentence when an action is being
considered in a general sense.27
Example:
1) Gambling can’t make someone rich
2) Praying is the moslem’s duty
3) Singing is my hobby
b. Gerund as Object of Preposition
Swan stated that gerund is used after all prepositions (including to,
when “to” is a preposition).28 Example:
1) After swimming, I felt cold
2) Are you fond of cooking?
3) I look forward to hearing from you
c. Gerund as Direct Object of Certain Verb
The verb that comes after the verb is a noun. A noun that comes
directly after the verb is an object of the verb. When gerunds follow
verbs, they function as direct objects of those verbs. Wishon and Burks
noted 29 verbs frequently followed by gerunds.29
27
Thompson and Martinet, op.cit., p. 288.
28
Swan, op.cit., p.335.
29
Table 2.2.
List of Verbs Frequently Followed by Gerund by George E. W. & Julia M. B.
1. admit The thief admitted stealing money
2. appreciate Patrice would appreciate hearing from you
3. avoid After their quarrel, she has avoided meeting him
4. consider Joel has already considered continuing his studies
5. continue He will continue studying
6. defer Please differ paying the bill until after January
7. delay He delayed writing the letter until the last minute
8. deny When questioned the boy denied cheating on the
exam
9. detest How I detest her singing
10. enjoy After a hectic week, they enjoyed spending a week at
Home
11. escape By some miracle Jerry escaped being hurt in the fight
12. finish When the light went out, he had barely finished putting
his room in order
13. forgive I cannot forgive you not writing to me
14. imagine I cannot imagine doing that again!
15. keep/continue Angela is so homesick she keeps hoping for a letter from home
16. mind/dislike I don’t mind walking this summer
17. miss Since I moved to the city, I miss walking in the woods
18. notice Have you noticedDanny’s swimming lately?
19. postpone Howard had to postpone leaving for college
20. practice Please practice writing
21. quite Quit chatting and carry on with your work
22. prevent Nothing can prevent John’s swimming the race
23. resent Lisa resent having to work overtime
24. resist She cannot resist buying every pretty dress she sees
25. risk I would not risk missing the buss
26. suggest I suggest having a cup of coffee before we leave
27. stop Jerry’s father stopped stuttering when he relaxed
29. understand I really cannot understand his doing something like that
According to Betty Schrampfer Azar, Gerunds are used as the
objects of certain verbs. Betty Schrampfer Azar listed 34 common verbs
[image:37.595.109.517.254.745.2]usually followed by gerunds, they are:30
Table 2.3.
List of Verbs Frequently Followed by Gerund by Betty Schrampfer Azar
1. admit He admitted stealing the money
2. advise She advised waiting until tomorrow
3. anticipate I anticipate having a good time
4. appreciate I appreciated hearing from them
5. avoid He avoided answering my question
6. complete I finally completed writing my term paper
7. consider I will consider going with you
8. delay He delayed leaving for school
9. deny He denied committing the crime
10. discuss They discussed opening a new business
11. dislike I dislike driving long distance
12. enjoy We enjoy visiting them
13. finish She finished studying about ten
14. forget I’ll never forget visiting napoleon’s tomb
15. can’t help I can’t help worrying about it
16. keep I keep hoping he will come
17. mention She mentioned going to movie
18. mind Would you mind helping me with this?
19. miss I miss being with my family
20. postpone Let’s postpone leaving tomorrow
21. practice The athlete practiced throwing the ball
22. quit He quit trying to solve the problem
23. recall I don’t recall meeting him before
24. recollect I don’t recollect meeting him before
30
25. recommend She recommended seeing the show
26. regret I regret telling him my secret
27. remember I can remember meeting him when I was a child
28. resent I resent her interfering in my business
29. resist I couldn’t resist eating the desert
30. risk She risks losing all of her money
31. stop She stopped going to classes when she got sick
32. suggest She suggested going to a movie
33. tolerate She won’t tolerate cheating during an examination
34. understand I don’t understand his leaving school
d. Gerund as the Complement of a Sentence
Gerund can be used as the complement of a sentence. However, as
complement, gerund usually sounds more like normal spoken English.
If this sounds confusing, just remembering that 90% of the time, one
will use a gerund as the subject or complement of a sentence.
Example:
1) My uncle favorite hobby is reading
2) His job is photographing
3) The last lesson is speaking
Beside the explanation above, there are some words that are
followed by gerund. They are go and no. According to Betty Schrampfer
Azar the word “go” is followed by gerund in certain idiomatic expression to express, for the most part, recreational activities.31
Example:
a.go boating
b.go camping
c.go fishing
31
According to Michael Swan “no” is often used with an –ing form to say that something is not allowed, or impossible. The structure often
occurs alone in notice; it can also follow there is.32
Examples:
a. No smoking
b. Sorry, there’s no smoking here.
Betty Schrampfer Azar said that some verbs can be followed by
either infinitive or gerund, sometimes with no difference in meaning and
sometimes with a different meaning.
a. Verbs + Infinitive or gerund (with no difference in meaning)
- begin - like - hate
- start - love - can’t stand
- continue - prefer - can’t bear
Example:
It began to rain (verb + infinitive)
It began raining (verb + gerund)
There’s no difference between “began to rain” and “began raining”
b. Verbs + Infinitive or gerund (with a difference in meaning)
- Forget - Regret - Remember - Try
Example:
1) Forget + Gerund: forget something that happened in the past. Example: I will never forget seeing the Alps for the first time.
Forget + Infinitive: forget to perform responsibility, duty, or task. Example: Sam often forgets to lock the door.
2) Regret + Gerund: regret something that happened in the past. Example: I regret lending him some money. He never paid me
back.
Regret + Infinitive: regret to tell, to say, to inform someone of some bad news.
Example: I regret to tell you that you failed the exam.
32
3) Remember + Gerund: remember (recall) something that happened in the past.
Example: I remember seeing the Alps for the first time.
Remember + Infinitive: remember to perform responsibility, duty, or task.
Example: Judy always remember to lock the door.
4) Try + Gerund: experiment with a new or different approach to see if it works.
Example: The room wa hot. I tried opening the window.
Try + Infinitive: make an effort Example: I am trying to learn English.
5.
Errors in Using Gerund
The students usually make errors when they learn gerund as it
mentioned in the chapter one. They make errors because of their own
language, they are also confused in differentiating infinitive and gerund
that is used in the sentence. Betty Schrampfer Azar said that some verbs
can be followed by either infinitive or gerund, sometimes with no
difference in meaning and sometimes with a difference meaning.33 They
are also confused in determining the usages of gerund as object of
preposition and gerund as direct object of certain verbs, and they are
confused in the difference in using participle and gerund in the sentence.
Sometimes we are still confused in adding –ing to the verb when
forming the gerund. If there is more than one consonant, just add –ing, e.g. think + ing = thinking. If there is more than one vowel, just add – ing, e.g. beat – ing = beating. If there is one vowel and one consonant, and the syllable is stressed, double the consonant and add –ing, e.g. hit + t + ing = hitting. If there are one or more consonants and “e”, remove
the “e” and add –ing, e.g. take + ing = taking. If the verb ends in “ee”, make no change, e.g. see + ing = seeing. If hte verb ends in “W, X, or Y
33
or in two consonants or in two vowels”, make no change, e.g. say + ing
= saying, push + ing = pushing. If the last syllable of a longer verb is
stressed, double the consonant before –ing, e.g. forget + t + ing = forgetting.
C.
Previous Related Study
The research about students ability in learning gerund has been done by
Ade Laili Akhiliyyah in 2009 under the title “Analysis on the Difficulties
Faced by the Students in Learning Gerund at the First Grade of MTs Daarul
Amal Bekasi”. She did this research to know not only their mistakes but also their reasons why the students made mistakes. The result of that research is
the students were still difficult in determining uses of gerund especially in
determining the uses of gerund as object of preposition and gerund as direct
object of certain verbs.
A year later, Leti Lisdianty did a reasearch about Gerund in 2010 under
the title “Analysis on Students’ Difficulties in Distinguishing Gerund and Present Participle in Sentences at XI Grade Students of SMA PGRI 56
Ciputat, Tangerang”. This research was made by her to know the students’
comprehension about gerund and present participle. In fact, the result of that
research she found that there were many students who could not distinguish
the Gerund and the Present Participle.
Based on the researches that have been done by Ade Laili Akhiliyyah in
2009 and Leti Lisdianti in 2010. The researcher concludes that some
researchers found out that students still have difficulties in differentiating
gerund and present participle, in determining the uses of gerund as object of
preposition and gerund as direct object of certain verbs. According to the
writer’s research, the students also still have lack of knowledge of the rules on adding –ing to the verb when forming gerund. The writer hopes that this
research will be useful for the teacher or another researcher who wants to
CHAPTER III
RESEARCH METHODOLOGY
A.
Research Design
The writer used qualitative method in this research because he
presented the data collected in words rather than numbers. The design of this
research is a case study because he only examined a single subject. The writer
came to the school in order to get data. The data that were required are the
information of English teaching learning activity, the book was used in
English teaching learning activity, and the students’ answer sheets on the use
of gerund which were given by the researcher.
After getting a data, he analyzed it. The analysis involved presenting
data from observation and interview and identifying the error from test. The
errors, that have been collected, were analyzed to determine the types of
errors and to classify the source of errors. The data were described by
following Surface Strategy Taxonomy to explain the way surface structures
are altered whether necessary elements are omitted, unnecessary elements are
added, elements are misformed or misordered.1 Furthermore, the data will be
classified into four categories of source of errors which were adopted from
Jack C. Richard.
The analysis on error types were presented in table. Then, to know the
frequency of occurrence of each error type the writer used descriptive
analysis technique (percentage). Furthermore, to evaluate the error, the writer
also used Comparative Taxonomy to measure the effect of those errors in
alternation of words; whether it is most serious or less serious.
1
Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p. 150.
B.
Place and Time of Study
The research was held at SMK Taman Ilmu Depok which located on
Jl. H. Sulaiman No. 9, Bedahan, Sawangan, Depok, from Friday 30th of
November 2012 to Friday 7th of December 2012.
C.
Subject of the Study
The subject of the study is the second grade students of SMK Taman
Ilmu Depok that consists of three classes. There were 98 XI grade students
who studied at SMK Taman Ilmu Depok which was divided into three classes
namely XI Administrasi Perkantoran consisted of 43 students, XI Tata Niaga
consists of 36 students, and XI Teknik Otomotif consists of 19 students.
The technique of sampling used by the writer is Simple Random Sampling because the population that the writer observed was homogeny (students of the second year). The sample was taken randomly. From the
three classes, he only took 10 students from every class. 10 students from XI
Administrasi Perkantoran, 10 students from XI Tata Niaga, and 10 students
from XI Teknik Otomotif. So, the total population that he took as sample is
30 students.
D.
Instrument of the Research
To get the data in this research, the writer used three instruments that
consisted of English test, observation, and interview to complete the data that
were needed for this study.
The test was used to know what the errors faced by the students in
learning gerund. The test consists of 32 items. 8 items consist of gerund as
subject of a sentence, 8 items consist of gerund as object of preposition, 8
items consist of gerund as direct object of certain verbs, and 8 items consist of
gerund as the complement of a sentence. Those items are filling the blanks
The observation was used to to observe the teaching learning process
that was conducted by the English teacher in the classroom and also to know
the book which was used during the classroom activity.
This interview was used to know the difficulties faced by students in
learning gerund.
E.
Technique of Data Collecting
In completing the data, the writer used some techniques of data
collecting such as:
1. English Test
In this technique, the writer gave the test about gerund that is aimed
to know the students’ achievement after learning it and also to know their
errors in making or combining the sentences about gerund.
2. Observation
The writer came into the classroom as an observer to see teacher’s
method in explaining gerund and to know the book which was used during
the classroom activity.
3. Interview
The data of this study was also collected by using interview
technique. This technique is used to add the data needed which were not
covered by test, such as the causes of students’ errors in learning gerund.
Therefore, this interview was also used to convince the researcher about
the data gained through other techniques.
F.
Technique of Data Analysis
The writer followed some steps of error analysis which were adopted
from Corder.2 Firstly, the writer collected the data by doing observation, doing
interviews and giving test to the sample of his study. Furthermore, the data
which derived from observation and interviews were used as supporting data
2
to answer the research questions. Meanwhile, the primary data to answer the
research questions, he used data from the test. Secondly, he analyzed the data.
Next, he described the errors including classifying them into the types of
errors, which were presented it in the tables.
To find out the effectiveness of error analysis of students’ ability in
learning gerund, the writer used distribution frequency relative or descriptive
analysis technique (percentage) formula. This was adopted from Allan G.
Bluman and described in the table percentage. In the table percentage the
writer used the formula:
P = Percentage
f = Frequency of each error type
n = Sum of the errors3
The next step is, explained the errors. In this step, the writer explained why
errors occured by classifying them into the sources (causes) of errors, which he
adopted from Jack C. Richard, and then he evaluated the errors. To evaluate it, he
used comparative taxonomy to measure the effect of those errors in grammatical
structure and writing aspect. Finally, by looking up the result of the analysis, he
drew some conclusions.
3
Allan G. Bluman, Elementary Statistics: A Step by Step Approach, 5thedition, (New York: The McGraw-Hill Companies, Inc., 2004), p. 68.
f
P (%) = X 100%
CHAPTER IV
RESEARCH FINDING
A.
Data Description
1. Result of TestGerund is a word derived from a verb and performing the function of
both a verb and a noun. A gerund is used in the same ways as a noun,
namely as a subject or an object.
The table below is the classification of the uses of gerund into tested
[image:46.595.103.518.390.510.2]areas:
Table 4.1.
Material Display within the English Test Items
No. Tested Area Number of Items
1 Gerund as Subject of a Sentence 1, 5, 9, 13, 17, 21, 25, 29 2 Gerund as Object of Preposition 2, 6, 10, 14, 18, 22, 26, 30 3 Gerund as Direct Object
