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(A Case Study at the Second Grade of SMK MUHAMMADIYAH 1 Ciputat, Tangsel)

By :

WIWI WARDIANTI

NIM : 108014000030

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

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ON THE USE OF GERUND, TO INFINITIVE AND INFINITIVE WITHOUT TO (A Case Study at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel), Skripsi, English Education Department, Faculty of Tarbiya and

Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor I : Drs. Nasrun Mahmud, M.Pd.

Advisor II :IsmalianingEviyuliwati, M.Hum.

Keyword : Error Analysis, Gerund, To Infinitive, Infinitive without To

The aim of this research is to find out the types of errors made by studentsof SMK Muhammadiyah 1 Ciputat, Tangsel and the causes of students’ errors on the use of gerund, to infinitive and infinitive without to.

In this research, the writer used qualitative method in the form of descriptive analysis percentage. In collecting the data, the researcher usedstudents’ test, questionnaires and interview as the instruments.

The research findings showed that total of students errors is 568 errors that consist of 364 or 35 % in the part of gerund, 147 or 17.50 % in the part of to infinitive and 57 or 47.50 % in the part of infinitive without to.

The errors on gerund consist of three types : omission, misformation and addition. There are 14 errors or 1.30 % of omission, 311 errors or 30 % of misformation, and 39 errors or 3.70 % of addition. Altogether, there were 364 errors or 35 % of gerund errors.However, the errors on to infinitive consist of one type : misformation. There are 147 errors or 17.50 % of misformation. The errors on infinitive without to consist of one type : misformation. There are 57 errors or 47.50 % of misformation.

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Wardianti, Wiwi. 2015. ANALISIS KESALAHAN PEMAHAMAN SISWA DALAM PENGGUNAAN GERUND, TO INFINITIVE DAN INFINITIVE TANPA TO (Studi Kasus Pada Siswa Kelas Dua di SMK Muhammadiyah 1 Ciputat, Tangsel), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Pembimbing I : Drs. Nasrun Mahmud, M.Pd.

Pembimbing II : Ismalianing Eviyuliwati, M.Hum.

Kata kunci : KesalahanAnalisis, Gerund, To Infinitive, Infinitive tanpa To

Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan yang dibuat oleh siswa SMK Muhammadiyah 1 Ciputat , Tangsel dan penyebab kesalahan siswa pada penggunaan gerund , to infinitive dan infinitive without to .

Dalam penelitian ini , penulis menggunakan metode kualitatif dalam bentuk persentase analisis deskriptif . Dalam pengumpulan data , peneliti menggunakan siswa tes, kuesioner dan wawancara sebagai instrumen .

Hasil penelitian menunjukkan bahwa total kesalahan siswa adalah 568 kesalahan yang terdiri dari 364 atau 35 % di bagian gerund , 147 atau 17,50 % di bagian to infinitive dan 57 atau 47.50 % di bagian infinitive without to.

Kesalahan pada gerund terdiri dari tiga jenis : omission, misformation dan addition . Ada 14 kesalahan atau 1,30 % dari omission , 311 kesalahan atau 30 % dari misformation , dan 39 kesalahan atau 3,70 % dari addition . Secara keseluruhan , ada 364 kesalahan atau 35 % dari kesalahan gerund . Namun, kesalahan pada to infinitive terdiri dari satu jenis : misformation . Ada 147 kesalahan atau 17,50 % dari misformation . Kesalahan pada infinitive without to terdiri dari satu jenis : misformation . Ada 57 kesalahan atau 47,50 % dari misformation .

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and the One we ask for help. Peace and blessing be upon our Prophet Muhammad SAW, his family, his descendants and his followers.

Alhamdulillah by the their grace of Allah SWT the Highest, the writer could finish her research paper after long hard effort of writing. Thus she would like to express her great gratitude to her beloved parents, Father H. Heri Abdullah and Mother Hj. Djumilah who always pray, support and motivated her in every part of her life especially in doing this study.

The writer would also like to address her gratitude to her advisors Drs. Nasrun Mahmud, M.Pd. and IsmalianingEviyuliwati, M.Hum. for their patient guidance, kindness, valuable advice and corrections during the development of this research.

She would also like to express to her deep appreciation and gratitude to : 1) All lecturers of English Education Department who have taught and

educated her during her study.

2) The chairman Drs. Syauki, M.Pd. and the secretary Zaharil Anasy, M.Hum.

3) Prof. Dr. Ahmad Thib Raya, MA. as the Dean of Tarbiya and Teachers’ Training Faculty.

4) Adi Suryadi, M.Pd. as the Principal of SMK Muhammadiyah 1 Ciputat, Tangsel and the Teachers of SMK Muhammadiyah 1 Ciputat, Tangsel. 5) Her beloved sisters (Lily Zulaeha and Evi Nurrohmah), her beloved

brothers in law (Budi Permana and Imam Wahyudi), her beloved niece (Jasmine Aghnia Ilma) and also her beloved nephews (Rafa Al’Ghifari Putra Wahyudi and Al’Ghifari Putra Permana).

6) Her beloved friends in A Class of EED (2008).

For the last she realized that her research paper is far from being perfect, so she will accept constructive suggestion to make this research paper better.

Jakarta, 26 March 2015

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Page

APPROVEMENT SHEET ... i

ENDORSEMENT SHEET ... ii

ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENT ... vi

LIST OF TABLES ... vii

LIST FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 3

C. Limitation and Formulation of the Problem ... 3

D. Objective and Significance of the Study ... 3

CHAPTER II THEORETICAL FRAMEWORK A. Errors ... 5

1. Definition of Error ... 5

2. Differences Between Error and Mistake ... 6

3. Types of Errors ... 7

4. Sources of Errors ... 10

5. Definition of Error Analysis ... 12

6. Methodology of Error Analysis ... 14

7. Kinds of Verbal in English Grammar ... 16

8. Definition,Forms, Function and Verb Frequently of Gerund ... 17

9. Definition,Forms,Functionand Verb Frequently of To Infinitive ... 22

10.Definition,Forms,Function and Verb Frequently of Infinitive without To ... 30

11.The Errors on the Students’ Mastery on the Use of Gerund, To Infinitive and Infinitive without To ... 29

B. The Relevant Studies ... 30

C. The Conceptual Framework ... 32

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of Research ... 33

B. Method and Research Design ... 33

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vii CHAPTER IV RESEARCH FINDINGS

A. Data Description ... 37 B. Discussion ... 51

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... 52 B. Suggestion ... 52

BIBLIOGRAPHY

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[image:10.595.113.513.141.598.2]

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Table 4.1 Students’ Score on the Use of Gerund, To Infinitive and

Infinitive without To... 37

Table 4.2 Frequency of Errors in Identifying Gerund ... 40

Table 4.3 Frequency of Errors in Identifying To Infinitive ... 42

Table 4.4 Frequency of Errors in Identifying Infinitive without To ... 44

Table 4.5 Recapitulation of Students’ Types of Error ... 45

Table 4.6 Recapitulation of Students’ Causes of Error ... 47

Table 4.7 Recapitulation of Students’ Types of Error ... 48

Table 4.8 Recapitulation of Students’ Causes of Error ... 50

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ix

Infinitive and Infinitive without To ... 50

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x

A. Approvement Sheet ... i

B. Endorsement Sheet ... ii

C. Surat Pernyataan Karya Sendiri ... iii

D. Surat Pengajuan Judul Skripsi ... 60

E. Surat Bimbingan Skripsi ... 61

F. Surat Keterangan Izin Penelitian dari Kampus ... 63

G. Surat Keterangan Selesai Penelitian dari Sekolah ... 64

H. Students’ Test ... 67

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1

This chapter presents and discusses about introduction which consists of :

background of the study, identification of the problem, limitation and formulation

of the problem, the objectives and significance of the study.

A. Background of the Study

English is one of foreign languages that taught in Indonesia. Since

several years ago, English has become a part of subject which taught in school

expects math and science. It learnt started from Elementary School until

University. Today, English is not only as a part of subject in education, but it

is also as communication language in business, job, government, etc. So,

many people in the world try to master it in order to their competence in

English learning could be developed well.

For the beginners, learning English is so difficult because they more

often use Indonesian language in their daily activities and also there is

different characteristics between Indonesian language and English. So, they

have to learn many skills and competences of English.

English has different skills and competences from Indonesian

language. In learning English, there are four basic skills that should be

mastered by the learners, but in the other side they also have to improve

linguistics competence, especially : grammar .

Grammar has many important materials which must be studied by the

learners, and the materials are gerund, to infinitive, and infinitive without to. The materials became very important in English, because the learners need to

be exercised and trained in order to have a good skills and competences in

study English. After that, in English, writing skill is also something important

for the learners because the success of their study depend on the greater part of

their ability about linguistics competence especially, grammar. If their

grammar is poor they are very likely to fail in their study or at least they will

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Based on the research, many learners do error on mastered grammar.

The error which is faced by the learners at SMK Muhammadiyah 1 Ciputat,

Tangsel on the use of gerund, to infinitive and infinitive without to. They

couldn’t distinguish between gerund, to infinitive, and infinitive without to. On the other hand, if they have a good ability in linguistics competences

especially, grammar. They will have a better chance to succeed in their study.

In English, to comprehend grammar about gerund, to infinitive, and infinitive without to the learners should be able to use it in making a sentence, because it is easy to gain the comprehension in order to the students are able to

use it to the sentence. But sometimes, they do error on the use of gerund,to infinitive and infinitive without to in making a sentence and it is influencing for them to comprehend a grammatical competence with having knowledge in

general view of gerund, to infinitive, and infinitive without to. Theoretically, gerund, to infinitive and infinitive without to themselves can build the

students’ interest and motivation before learners making a sentence.

Moreover, the learners can predict what will be discussed on grammar. In line

with this study, students may improve their grammar if they know about

gerund, to infinitive, and infinitive without to and it is very important to understand about them in order to get good grammar.

Finally, based on the explanation above, the writer is interested in

finding out „Error analysis on the students’ mastery on the use of gerund, to infinitive and infinitive without to at the Second Grade of SMK

Muhammadiyah 1 Ciputat, Tangsel’ and concluded that they consist of many

words should be mastered before the learners making a sentence. It tends to

build the learners’ interest and motivation to making a English sentence well. The study is done at the Second Grade of SMK Muhammadiyah 1 Ciputat,

Tangsel. As the writer knows many students still do error on the use of

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B. Identification of the Problem

In identification of the problem, the writer analyze the students errors

on the use of gerund, to infinitive and infinitive without to.

C. Limitation and Formulation of the Problem

To limit the problem it will be discussed in this “Skripsi” the comprise

of : error analysis on the students’ mastery on the use of gerund, to infinitive and infinitive without to.

Based on the background of the problem above, it is address to

analyze of types of errors and also causes of errors students’ on the use of gerund, to infinitive, and infinitive without to at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel. The general question of this study is

“What are the students do error on the use of gerund, to infinitive and infinitive without to?”. The main problem is formulated into more specific problems stated as follow :

1. What types of errors do the students have on the use of gerund, to infinitive and infinitive without to?

2. What causes of errors do the students have on the use of gerund, to infinitive, and infinitive without to?

D. Objective the Study and Significance of the Study

As it has been stated in the formulation of the problems, the general

objective of this study is to find out the evidences of students’ error on the use of gerund, to infinitive and infinitive without to at the Second Grade students of SMK Muhammadiyah 1 Ciputat, Tangsel. More specially, the writer aims

this study to analyze :

1. To describe the students’ error at the Second Grade students of SMK 1

Muhammadiyah 1 Ciputat, Tangsel.

2. To describe the factors of their error on the use of gerund, to infinitive, and infinitive without to.

The result of this study are expected to provide useful information for

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researcher. For the learners, is the result of this study will give an

improvement and development their knowledge of grammar. For English

teacher at SMK Muhammadiyah 1 Ciputat, Tangsel, is to inform the teachers

a new information about some kinds of students’ difficulties in learning

gerund, to infinitive, and infinitive without to and also to improve their quality of teaching English at SMK Muhammadiyah 1 Ciputat, Tangsel. Finally, these

findings of this study can be used by other researcher to deliver useful

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This chapter presents and discusses about the theoretical framework which

consists of : aspects of theory of error, gerund, to infinitive, infinitive without to,

relevant studies and conceptual framework

A. Errors

1. Definition of Error

The understanding of error based on statement of Edge in Jeremy Harmer’s Book, “Errors are mistakes which they can not correct themselves which therefore need explanation.”1

The clue of error in this

understanding is mistake, it means that error is mistake of inter language

of the students and the faulty can not be corrected by themselves and need

to explain more about an English lesson from the teacher in detail.

In temporary, based on statement of Corder, “Error is part of the systematic study of the learners’ language which is itself necessary to an understanding of the process of second language acquisition”. 2

The clue

of error is the learners of English language. It can be seen that error is part of the learners’ language which need to understand in process of second language acquisition.

Furthermore, statement of Crystal, “Error are considered to be systematic, governed by rules and appears because a learners’ knowledge of the rule of the target language is in complete”.3 It means that error refers to the competence a learners’ language in target language. Error can occur because of a lack of knowledge of the students and it can be fixed by

themselves except their knowledge increase.

Brown states furthermore that on a rather global level, errors can be

1

Jeremy Harmer. The Practice of English Language Teaching; Fourth Edition (England: Pearson Education Limited 2007), p.137.

2

S.P. Corder. Error Analysis and Interlanguage (Oxford: Oxford University Press 1981), p.1.

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described as errors of addition, omission, substitution, and ordering,

following standard mathematical categories. In English : a “do” auxiliary might be added.

For example : Does can he hinge? (Addition).

A definite article omitted.

For example : I went to movie (Omission).

An item substituted.

For example : I lost my road (Substitution / Misformation).

Or word order confused .

For example : I to the store went -> Misordering.

But such categories are clearly very generalized. Within each category,

levels of language can be considered: phonology or orthography, lexicon,

grammar, and discourse.

Finally, based on the statement above, the writer could summarized that errors are part of the systematic study of the learners’ language which they can not correct themselves which therefore need explanation.

2. Differences Between Error and Mistake

In English learning process, the students often made errors and mistakes. Both of them discussed among the linguist and the teacher for a long time. There are some definitions from linguist about errors and mistakes. Based on Fisiaks’ statement, “Mistakes are deviations due to performance factor such as memory limitations (mistakes in the sequence

of tenses and agreement in long sentences), spelling pronunciations,

fatigue, emotional strain, etc. Errors are systematic, consistent deviances

characteristic of the learner’s linguistics system at a given stage of learning.” 4

It means that the factors of mistake are memory limitation, spelling

pronunciation, fatigue, emotional strain, etc. whereas, error is caused by characteristic of the learner’s linguistic system at a given stage of learning.

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Another definition, Hubbard was explained the differences of error

and mistake, “Error caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it and unfortunate

mistake caused by temporary lapses of memory, confusion, slip of the tongue and so on”.5

The causes of error and mistake have different of

definition. Error is caused by lack of knowledge and mistake is caused by

temporary lapses of memory.

Based on the opinion above, the writer sum up that errors are systematic consistent deviances characteristic of the learner’s linguistic caused by lack of knowledge about the target language and mistake are deviations due to performance factor such as temporary lapses of memory,

confusion, slip of the tongue and so on.

3. Types of Error

This taxonomy concentrates on the ways in which surface structures

are altered. Using this taxonomy Dulay et al. divided errors into the

following categories : (1) omission, (2) additions, (3) misformation, and (4) misordering. Omission is typical for the early stages of L2 acquisition, whereas in the intermediate stages misformation, misordering, or overuse

are much more common.

a. Omission means that an item which must be present in a well-formed utterance is absent. There is an evidence that grammatical morphemes

(noun and verb inflections, articles, prepositions) are omitted more

often

b. Additions are the second category of Surface strategy taxonomy and also the opposite of omission. The presence of an extra item which

mustn't be present in a well formed utterance is characteristic for

additions Dulay divided them into three categories: (a) double

markings, as in *Did you went there?,(b) regularization, e.g.* sheeps, *cutted, and (c) simple addition, which contains the rest of additions.

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c. Misformation refers to “the use of the wrong form of the morpheme or structure”. There are three types as well: (a) In regularizations an irregular marker is replaced by a regular one, as in *sheeps for sheep. (b) Archi-forms refer to the use of one member of a class of forms

instead of using all the members, e.g. using this in the situations when either this or these should be used. (c) Alternating forms are represented by “free alternation of various members of a class with each other”, as in *those dog and this cat used by the same learner. The following examples of misformation are taken from my own data

collection:

Do all the *childs go through all the stages? (GR) regularization I have *take one packet of *tissue. (FR) archi-form and omission d. We talk about misordering when we come across an utterance where a

morpheme or a group of them is incorrectly placed, as in *I get up at 6 o'clock always, where always is misordered.6

And based on Richard, he was divided types of errors into three types :

a. Omission

Omission error could be happened when the students or the learners omitted a

necessary element of a word. For example :

Swim – Swiming (F) –Swimming (T) b. Addition

Addition could be happened when the students or the learners presented an unnecessary element to the sentence.

For example :

Leave – Leaveing (F) –Leaving (T) Write – Writeing (F) –Writing (T) Live – Liveing (F) – Living (T) Smoke – Smokeing (F) – Smoking (T)

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c. Misformation

Misformation could be happened when the students or the learners chose the

wrong form of structure of morpheme and word. For example :

Learn – Learning (F) – To Learn (T) Catch – To Catch (F) – Catching (T)

Bring – To Bring (F) –Bringing (F) – Bring (T)7

In his book, Azar was classified error in grammar into fourteen parts, it

consists of :

a. Singular – Plural

Internet has some advantage (F)

Internet has some advantages (T)

b. Word Form

Poison is very danger (F)

Poison is very dangerous (T)

c. Word Choice

He puts the credit card to wallet (F)

He puts the credit card on wallet (T)

d. Verb Tense

He buys the novel yesterday (F)

He bought the novel yesterday (T)

e. Add word

I want write an article (F)

I want to write an letter (T)

f. Omit a Word

He sent to the letter (F)

He sent the letter (T)

g. Word Order

I will go after my study finish (F)

I will go after finishing my study (T)

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h. Incomplete Sentence

I am sleepy. Because I didn’t sleep this night (F) I am sleepy because I didn’t sleep this night (T)

i. Spelling

A cigarette is very dangeros for our health (F)

A cigarette is very dangerous for our health (T)

j. Punctuation

What did she tell (F)

What did she tell? (T)

k. Capitalization

I am writing a letter (F)

I am writing a letter (T)

l. Article

I like a apple (F)

I like an apple (T)

m. Meaning Not Clear

She told about her live (F)

She told about her life (T)

n. Run On Sentence

He is writing an article, we didn’t want to disturb him (F) He is writing an article. We didn’t want to disturb him (T)

Based on statement above, the writer was focused on Richards’ statement. The writer was used these points to analyze students’ error.

4. Sources of Error

The students often do error in their writing. It is caused by some

sources. Brown gives an explanation of the sources of error more details

in his book.

It consists of :

a. Interlingual Transfer

In early stages, the native language is the only previous

linguistic system that the learner can draw upon; thus the inference is

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Error is the result from the native language. The native language interferes the target language in second language learning. Fluent knowledge of a learner’s native language can be the aids to teacher in detecting and analyzing errors. For example : the learners say Sheep for Ship or The book of Andrew for Andrew’s book.

b. Intralingual Transfer

Once a learner has acquired parts of the new system, more and

more intralingual transfer-generalization within L2---would occur.

Error is caused by failing of understanding the rules of target language and the error appears because of the students “lack of knowledge in target language”.

For example : Do Christine can sing? Instead of Does Christine can sing? or Diana cook every day instead of Diana cooks every day”.

c. Context of Learning

Richards called “false concepts” and Stenson called “induced errors”, including : a) misleading explanation from the teacher, b) faulty presentation of a structure in a textbook, c) improperly contextualized pattern, d) confused vocabulary items because of contiguous presentation, e) inappropriately formals form of language---bookish language.

Context refers the classroom which involves teacher, students,

materials, text book and teaching activities. The students often do

errors because of missleading explanation from the teacher, faulty

presentation of structure or word in textbook or even because of a

pattern that was rotely memorized in a drill but improperly

contextualized.

For example :

Omission of A : She was good girl

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A used instead of The : A sun becomes red8

And the other side, based on Richards’ statement about three types of errors, so he was explained and divided cause or source of errors in

learning English into three causes or sources of errors :

a. Overgeneralization

Overgeneralization generally involves the creation of on deviant structure in place of two regular structures.

It is the use of previously learned rules in new situation.

For example :

Live – Liveing (F) –Living (T)

b. Ignorance of Rule Restriction

Ignorance of Rule Restrictions closely related to generalization of deviant structure is failure to observe the restrictions of existing

structures that is the application rules to context where the do not

apply.

For example :

Catch – To Catch (F) – Catching (T)

c. Incomplete Application of Rule

Incomplete application of rules covers students or learners failure to apply rule completely.

For example :

Swim – Swiming (F) – Swimming (T)9

From the statement above, the writer was used Richards’ explanation as reference and guidance in analyzing learners’ error.

5. Definition of Error Analysis

Errors in foreign language teaching especially in English are the cases

which are difficult enough to avoid. Many aspects that can cause the

learners of English as a foreign language make errors. these aspects are

interference, overgeneralization, markers of transitional competence,

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http://puslit.petra.ac.id/journals/letters/

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strategies of communication and assimilation and teacher-induced errors.

as teacher of English as a foreign language, we should improve the way we

teach to reduce the errors which are always made by the learners.

Further, it is necessary to state that although errors are bad things in

learning English as a foreign language, error analysis is advantageous for

both learners and teachers. For learners, error analysis is needed to show them in what aspect in grammar which is difficult for them, whereas for

teachers, it is required to evaluated themselves weather they are successful

or not in teaching. Thus, error analysis should be neglected in foreign

language teaching.

Richards stated that error analysis is the study of errors made by the second and foreign language learners.

Another concept of error analysis is given by Brown. He 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.

It seems this concept is the same as the one proposed by Crystal error analysis is a technique for identifying, classifying and systemically interpreting the unacceptable forms produced by someone learning a

foreign language, using any of the principles and procedures provided by

linguistics.

In learning process of foreign language, students use English as a

language in their daily activity of communication. Most of students are

often difficult to understand or comprehend and always do many errors in

using English.

According to Brown, “The fact that the learners do make error and that these error can be observed, analyzed and classified to reveal something of

the system operating within the learner, led to a surge of the study of learners’ errors, called error analysis.” 10

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It means that error analysis made by the students and that these errors

can be observed, analyzed and classified to reveal the system operating within the learner in order to students are easy of the study of learners’ errors.

Furthermore, based on Corders’ statement, “Error analysis is its function in guiding the remedial action we must take to correct an unsatisfactory state of affairs for learner or teacher.”11

It can be seen that

the function of error analysis is for investigating in the specification and

planning of remedial action to correct an unsatisfactory state of affairs for

learner or teacher.

James explains , “Error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language”12

it

means that error analysis is a process of discovering the fact of something

happens and causes of unsuccessful language.

Based on the definition above, the writer could see that error analysis

is a process of the remedial action which includes to observed, analyze and classify students’ error from the incidence, nature, causes of unsuccessful language.

6. Methodology of Error Analysis

The methodologies of error analysis is steps which used by the writer

to conduct the research successful. In his book, Fisiak gives the steps of

methodology of error analysis, they are :

a. Collection of data b. Identification of errors

c. Classification into error types

d. Statements of relative frequency of error types

e. Identification of the areas of difficulty in the target language f. Therapy 13

11

S.P. Corder. Op. Cit, p.67

12

Carl James. Error in Language Learning and Use (England: Addision Wesley Longman Limited 1998), p.1

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The methodology of error analysis are also explained by Corder,

a. Collection of a sample of learner language b. Identification

c. Description of errors d. Explanation of errors e. Error evaluation14

According to linguist Corder,the following are the steps in any typical EA

research:

a. collecting samples of learner language b. identifying the errors

c. describing the errors d. explaining the errors

e. evaluating/correcting the errors

Collection of errors: the nature and quantity of errors is likely to

vary depending on whether the data consist of natural, spontaneous

language use or careful, elicited language use.

Corder distinguished two kinds of elicitation : clinical and experimental elicitation. clinical elicitation involves getting the informant to produce data of any sort, for example by means of general interview or

writing a composition. experimental elicitation involves the use of special

instrument to elicit data containing the linguistic features such as a series

of pictures which had been designed to elicit specific features.

Based on the points above, the writer is going to follow Corder’s book for methodology of error analysis, it consists of :

a. Collection of a sample of learner language b. Identification

c. Description of errors d. Explanation of errors e. Error evaluation

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7. Kinds of Verbal in English Grammar

George E. Wishon and Julia M. Burks said that there are three kinds of

verbal :

a. Gerund

Gerund is word formed from a verb, used as a noun and ending in “– ing”.

For example :

1) Rafa enjoys fishing in the lake.

2) Amanda hobby is singing a pop song.

3) Jasmine and I enjoy this travelling.

b. To infinitive

Infinitive is verbal consisting of the word to plus a verb and functioning as a noun, adjective, or adverb. The term verbal indicates

that an infinitive, like the other two kinds of verbal, is based on a verb

and therefore expresses action or a stage of being. However, the

infinitive may function as a subject, direct object, subject complement,

adjective, or adverb in sentence.

For example :

1) Aghif likes to play a guitar.

2) I hope to see you soon.

3) Bunga wants him to learn how to dive. 15

c. Infinitive without to

Infinitive without to is verbal consisting of the word to plus a verb and functioning as verbs of causing, verbs of sense, nouns, and object

pronouns are used with the simple verb only, without to.

For example :

1) Putri had me wash the dishes.

2) Please let me study here.

3) Sari helped me pass the math examination.16

15 George E. Wilshon and Julia M. Burks, Let’s Write En

glish (New York: Litton Educational Publishing International, 1980), p. 259

16George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, (London,

(29)

8. The Definition, Forms, Functions and Verb Frequently of Gerund

a. The Definition of Gerund

Gerund is a present participle that function as a noun and therefore names an action or state of being. 17

Gerund is traditionally understood as a word derived from a verb base which functions as or like a noun. 18

Gerund is verb forms that may be used in place of a noun or pronoun.19

b. Forms of Gerund

The gerund is an -ing form. It can be simple or perfect, active or passive:

Active Passive

Simple gerund writing being written

Perfect gerund having written having been written Note the changes in spelling when forming the simple gerund:

read » reading study » studying grow » growing relax » relaxing answer » answering

write » writing; argue » arguing (a final -e is omitted) agree » agreeing (a final -ee does not change)

lie » lying (a final -ie changes to -y-)

put » putting; regret » regretting; readmit » readmitting (we double the final consonant if the verb ends with consonant-vowel-consonant,

with the exception of w, x and y and only has one syllable or has the stress on the last syllable)

In the negative, not usually comes before the gerund:

17

Vincent F. Hopper,et all, Essentials of English (New York: Barrons Educational Series, 2000), p. 28

18

Hellen Hoyt Schmidt, Advanced English Grammar (USA: Prentice-Hall Regents, 1995), p. 302

19

(30)

There is no point in applying for the grant. There is no point in not applying for the grant.

In some cases, the verb in the main clause is negative, not the gerund:

I like getting up early. I don't like getting up early.

As the gerund has no tense, it does not in itself indicate the time of the

action that it refers to. However, it can show whether this time is the

same as or earlier than the time of the verb in the main clause.

Simple gerund

The simple gerund can refer to the same time as that of the verb in the

main clause:

I hate arguing with you. (arguing refers to the same time as hate: I hate when we argue.)

Tom suggested going back to our tents. (going refers to the same time as suggested: Tom suggested that we should go back to our tents.) The simple gerund can also refer to a time before that of the verb in

the main clause:

I don't remember saying anything like that. (saying refers to a time before don't remember: I don't remember that I said anything like that.) She regretted not studying harder when she was at school. (not studying refers to a time before regretted: She regretted that she hadn't studied harder when he was at school.)

Perfect gerund

The perfect gerund refers to a time before that of the verb in the main

clause. However, it is only used if the time of the action expressed by

the gerund is not obvious from the context:

He denied being married. (the simple gerund being refers to the same time as denied: He denied that he was married.)

He denied having been married. (the perfect gerund having been refers to a time before denied: He denied that he had been married.)

If it is clear that an earlier time is meant, we use the simple gerund:

(31)

Passive gerunds

Passive forms are also possible:

I hate being lied to. (passive simple gerund: I hate it when people lie to me.)

He complained of having been unjustly accused. (passive perfect gerund: He complained that they had unjustly accused him.)20

c. The Functions of Gerund

1) As Object of Prepositions List of Words :

- Be afraid of

- Be excited about

- Be interested

- Be good at (in)

- Be (get) tired of

- Etc

2) As Object of Verbs List of Words :

- Admit

- Appreciate

- Avoid

- Be worth

- Can’t help - Etc

3) As Subject List of Words :

- Gerund without a subject : singing

- Possessive as subject : her singing

- The gerund of : the singing of

4) As Direct Objects List of Words :

20

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- Gerund + object : arranging music

- The + gerund + of + subject : the arranging of music

5) Gerund as Subject

Example : Reporting the news is the job of television, radio,

magazines and newspaper.

Notes : gerunds may replace nouns or pronouns as subjects, objects

or complements.

6) Gerund as Object of a Preposition

Example : Most newspapers are interested in reporting the news

accurately.

7) Gerund as Object of a Verb

Example : Reggie enjoys working for the evening paper.

Notes : in conversational English, nouns or object pronouns are

sometimes used with gerunds instead possessives.

8) Gerund as Complement

Example : His job is researching stories.

Notes : in conversational English, nouns or object pronouns are

sometimes used with gerunds instead possessives.

9) Gerund as Negative Gerund

Example : Many people complain about not getting accurate news.

Notes : not is used before the gerund to form the negative.

10)Gerund as Possessive with a Gerund

Example : Reggie’s (His) reporting is normally very accurate. Notes : formal : I don’t like John’s (his) saying that. Conversational : I don’t like John (him) saying that. 21

d. Verb Frequently of Gerund

Acknowledge She acknowledgedreceiving assistance.

* accuse of He was accused ofsmuggling contraband goods. Admit They admittedfalsifying the data.

21

(33)

Advise The author advisesundertaking further study. Anticipate He anticipateshaving trouble with his supervisor. Appreciate I appreciatedhaving a chance to read your draft. Avoid He avoidedanswering my question.

Complete I finally completedwriting my thesis. Consider They will considergranting you money. Defer She deferredwriting her report.

Delay We delayed reporting the results until we were sure.

Deny They deniedcopying the information.

Discuss They discussedrunning the experiments again. Entail This review procedure entailsrepeating the test. * look after He will look aftermailing the tickets.

* insist on He insisted onproofreading the article again. Involve This procedure involves testing each sample

twice.

Justify My results justifytaking drastic action. Mention The author mentionsseeing this event.

* plan on They had planned onattending the conference. Postpone The committee has postponedwriting the report. Recall I cannot recallgetting those results before.

Resent He resented spending so much time on the project.

Recommend She recommendsreading Marx.

Resist The writer resistsgiving any easy answers. Risk She riskslosing her viewing time.

Sanction They will not sanction copying without permission.

(34)

* take care of He will take care ofsending it to you. Tolerate She can't toleratewaiting for results.

Notes : where a verb form is used after a preposition, it must be the

gerund form.

9. The Definition, Forms, Functions and Verb Frequently of To

Infinitive

a. Definition of To Infinitive

Infinitive is a verbal which may be used in a variety of ways. 22

Infinitive is verb forms that may be used in place of a noun or pronoun.23

b. Forms of Infinitive

An infinitive can be a to-infinitive or a bare infinitive (without to). There is no difference in meaning between them; some structures

require a to-infinitive, while others call for a bare infinitive: I ought to call them. (to-infinitive)

I had better call them. (bare infinitive)

In the negative, not usually comes before the infinitive: I ought not to call them.

I had better not call them.

In some cases, the verb in the main clause is negative, not the

infinitive:

I want to call them. I don't want to call them.

As the infinitive has no tense, it does not in itself indicate the time of

the action that it refers to. However, it can have aspect, which shows

the temporal relationship between the action expressed by the infinitive

and the time of the preceding verb. There are four types of infinitive,

each of which has an active and passive form:

22

Alice Hyde Hupp, The Mechanics of the Sentence (USA: American Book Company, 1955), p. 215

23

(35)

Active Passive

Simple infinitive (to) write (to) be written

Continuous infinitive (to) be writing (to) be being written

Perfect infinitive (to) have written (to) have been

written

Perfect continuous

infinitive (to) have been writing

(to) have been being written

Simple infinitive

The simple infinitive refers to the same time as that of the preceding

verb:

I was glad to see her. He must be very happy.

I'll arrange a meeting with the manager. My son's football coach is said to be very strict. Continuous infinitive

The continuous infinitive refers to the same time as that of the

preceding verb and expresses an action in progress or happening over a

period of time:

I'm glad to be sitting here. You must be joking.

This time next week, I'll be lying on the beach in Croatia. Vincent was reported to be staying in Paris at that time. Perfect infinitive

The perfect infinitive refers to a time before that of the preceding

verb:

I'm glad to have studied at that school. They must have forgotten about the deadline.

(36)

Perfect continuous infinitive

The perfect continuous infinitive refers to a time before that of the

preceding verb and expresses an action in progress or happening over a

period of time:

I'm glad to have been living in Barcelona for the last ten years. He must have been waiting for ages.

Soon, he'll have been running for four hours.

The organisers were thought to have been preparing for days. Passive infinitives

Passive forms are also possible:

Your composition has to be typed. (passive simple infinitive)

The spy's phone was believed to be being tapped. (passive continuous infinitive, rarely used)

This sonnet must have been written by Shakespeare. (passive perfect infinitive)

The picture is believed to have been being painted for years. (passive perfect continuous infinitive, rarely used) 24

c. Function of To Infinitive

1) As Objects List of Verbs :

- Agree

- Appear

- Be

- Be about

- Be supposed

- Etc

2) As Subject 3) As Complement

Etc. 25

24

http://www.grammaring.com/the-forms-of-the-infinitive

25

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4) To Infinitive as Subject

Example : to make a good movie is not easy.

Notes : infinitive may replace noun as objects of verbs and as

subjects.

5) To Infinitive as with It

Example : It is difficult to make a good movie.

Notes : infinitives often follow the anticipatory it as the subject of a

sentence.

6) To Infinitive as Object of a Verb

Example : I have always wanted to learn more about films.

7) Infinitive as Infinitive of Purpose

Example : I am taking classes (in order) to learn more about

filmmaking. To begin, I have enrolled in three classes.

Notes : infinitives can be used to show the purpose of an action. In

these cases, in order is sometimes used before the infinitive.

8) Infinitive as Negative Infinitive

Example :On the most important things is not to shake the camera.

Notes : not is used before the infinitive to form the negative.

9) Infinitive as For +Noun or Pronoun

Example :It is difficult for me to hold the camera steady.

Notes : for + a noun or object pronoun is often used with an

infinitive.26

d. Verb Frequently of To Infinitive

Afford We cannot affordto hesitate. Agree The professors agreedto disagree.

Appear The results appearto support your theory. Arrange They had arrangedto meet at noon. Beg I begto differ with you.

Care Would you careto respond?

26

(38)

Claim She claimsto have new data. Consent Will you consentto run for office? Decide When did he decideto withdraw? Demand I demandto see the results of the survey. Deserve She deservesto have a fair hearing.

Expect The committee expectsto decide by tomorrow. Fail The trial failedto confirm his hypothesis. Hesitate I hesitateto try the experiment again. Hope What do you hopeto accomplish?

Learn We have learnedto proceed with caution. Manage How did she manageto find the solution? Neglect The author neglectedto provide an index. Need Do we needto find new subjects?

Offer We could offerto change the time of the meeting. Plan They had plannedto attend the conference. Prepare He was not preparedto give a lecture. Pretend I do not pretendto know the answer.

Promise They promiseto demonstrate the new equipment. Refuse She refusedto cooperate any longer.

Seem Something seemsto be wrong with your design. Struggle We struggledto understand her point of view. Swear He swearsto tell the truth.

Threaten The team threatenedto stop their research. Volunteer Will you volunteerto lead the group? Wait We could not waitto hear the outcome. Want She did not wantto go first.

Wish Do you wishto participate? 27

27

(39)

10.The Definition, Forms, Functions and Verb Frequently of Infinitive

without To

a. Definition of Infinitive without to (Bare Infinitive)

Infinitive without to is verbal consisting of the word to plus a verb and functioning as verbs of causing, verbs of sense, nouns, and object

pronouns are used with the simple verb only, without to. 28

b. Forms of Infinitive without to (Bare Infinitive)

c. Function of Infinitive without To

1) Infinitive without to

As verbs of causing, verbs of sense, nouns, and object pronouns are

used with the simple verb only, without to. 29

The infinitive without the marker to (bare-infinitive) is used after

the auxiliaries shall, should, will, would, may, might, do, did, can, could, must, need and dare.

I shall invite them.

We must go now.

He can speak English.

You need not go.

He dare not refuse.

Notes

When dare and need are used as principal verbs, they are followed

by the to-infinitive.

a) Did he dare to do that?

b) We will need two weeks to complete the work.

2) The infinitive is used without to after some principal verbs like bid, watch, see, let, make, help and hear.

a) I bade him come. (NOT I bade him to come.)

b) Let him go. (NOT Let him to go.)

c) We heard her sing. (NOT We heard her to sing.)

28

George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, (London, Longman Group UK Limited, 1992), p. 275

29

(40)

d) I watched them play. (NOT I watched them to play.)

3) After rather, better and had better

The infinitive is used without to after rather, better and had better.

a) You had rather visit him.

b) I would rather wait.

c) You had better consult a doctor.

4) After some prepositions like except, but, save and than

a) She can do everything but cook.

b) She did nothing except cry.30

d. Verb Frequently of Infinitive without To after auxiliaries/modals

Can He can run very fast.

Could As a boy he could run very fast.

May I may fly to Africa this summer.

Might I might fly to Africa this summer.

Must I must go now.

mustn't You mustn't smoke here.

needn't You needn't go.

Shall We shall sing a song.

Should We should sing a song.

Will She will cook a meal for his birthday.

Would She would cook a meal for his birthday.

After to do

Do I don't know.

After the following expressions:

had better You had better clean up your room.

would rather Susan would rather study for her exam tomorrow.

would sooner I would sooner read a book than watch this film.

why not Why not ask your neighbour for help?

30

(41)

why should we Why should we go by car?

why should we not Why should we not go by car?

After verbs of perception + object (action has finished):

Feel She feels the rain fall on her face.

Hear I heard Peter sing a song.

Notice Mandy noticed the boy climb the tree.

See They saw him climb up the roof.

Watch He watched the thieves steal a car.

After let + object:

Let

Sandy let her child go out alone.

Mother let her daughter decide on her own.

let's Let's go for a walk through the park.

After make + object:

Make She made Peggy and Samantha clean the room.31

11.The Errors on the Use of Gerund, To Infinitive, and Infinitive without

To

Same as in the chapte r one, the writer find the students’ errors when they learn grammar especially, gerund, to infinitive, and infinitive without to. They do the errors because they have different language and also they couldn’t distinguish between usage of gerund, to infinitive, and infinitive without to in making a sentence. This is supported by Betty Schrampfer Azar statement who said that some verbs can be followed by

either gerunds, (to) infinitives, or infinitives (without to), sometimes with no difference in meaning and sometimes with a difference meaning. It is

may be that become the errors for the students mastery on the use gerund, to infinitive, and infinitive without to.32

31

http://www.englisch-hilfen.de/en/grammar/infinitive_without_to.htm

32

(42)

B. The Relevant Studies

For this skripsi the writer put the relevant study that related to the title “Error Analysis on the Use of Gerund, To Infinitive and Infinitive without To at the Second Grade of SMK Muhammadiyah 1 Ciputat, Tangsel”, and the relevant research that used by the writer is “Skripsi” from Mansur with the title “Error Analysis on Student’s Grammar Mastery at SMP Muhammadiyah 17”, Fitri Indriyani with the title “Error Analysis on English Tenses Found in the Students’ Writing at SMA Dharma Karya UT”, Leti Lisdianty with the title “ Analysis on Students’ Difficulties in Distinguish Gerund and Present Participle at SMA PGRI 56 Ciputat” and Ade Laili Akhiliyyah with the title “Analysis on The Difficulties Faced by The Students in Learning Gerund at the First Grade of MTs Darul Amal Bekasi”, Insanul Kamelia with the title “An Analysis on The Students’ Errors in Distinguishing Gerund and Present Participle at the Second Grade Students of SMA Muhammadiyah Cipondoh” and Muhammad Chotib Firdaus with the title “An Error Analysis of Students Ability in Using Gerund at Second Grade of SMK Taman Ilmu Depok”.

From his research, Mansur can be describe that the errors in

overgeneralization area are the most frequent errors in which the students

committed 115 errors or 62 %, it is followed by errors in omission there are 19

errors or 10.21 %, in addition there are 34 errors or 18.1 % and in over

generalization there are 18 % errors or 9.7 %. Therefore there are no errors in

double marking and misordering or 0 %.

From her research , Fitri Indriyani showed that the highest frequency of

errors in present perfect tense. The average of error percentage is 60.55 % of

students made error in this type of tenses. Most students made error in these

items because they did not understand the function of has and have. They can

not distinguish the use of has and have in the sentence. 37 students made error

68.51 % and beside that 40 students made error 74.07 % in using verb past

participle.

Then, the second level is 33 students made error 61.11 % in using was

and were and distinguish it in the sentence of simple past tense, and 27 made

(43)

Finally, the lowest frequency of error is in simple present tense.

Percentage of error from these is 39.25 %. The students still confused of

subject verb agreement. And the highest error made by 30 students is 55.55

% the error made by students in distinguish between singular and plural verb

in simple present tense.

From her research, Leti Lisdianty could be concluded that 20.14 % of XI

Grade of SMA PGRI 56 Ciputat, found the difficulties in distinguishing

gerund and 34.22 % of XI Grade of SMA PGRI 56 Ciputat , found the

difficulties in distinguishing present participle.

From her research, Ade Laili Akhiliyyah showed the test consist of 10

complete the sentences and 10 multiple choices and each number of gerund is

put in random. From the result of analysis , the highest percentage of

difficulties is in using gerund as object of certain verbs is 39 % and the lowest

percentage of difficulties is in using gerund as subject of a sentence is 33 %

and all of them caused by external and internal factors.

From her research, Insanul Kamelia showed the frequency of the errors

occurs in the students in distinguishing gerund and present participle from

1350 sentences collected from 45 students it is found 376 errors : selection

errors 73.41% and addition errors 26.59 %. It is clearly shown from the types

of error explained that the most common errors committed by the students is

selection which reaches 73.41%.

From his research, M. Chotib Firdaus showed that there were 96 errors or

16.25 % students made errors in using gerund as subject, 148 errors or 25.04

% students made errors in using gerund as object of preposition, 187 errors or

31.64 % students made errors in using gerund as direct object of certain verbs,

and 160 errors or 27.07 % students made errors in using gerund as

complement. The writer also classified the types of errors made by the

students, from 591 errors, 424 of them are misinformation. This types of

errors contributed 71.74 % to whole scores. Next type is omission, the total of

its errors is 123 or 20.18%. The last type is addition, only 44 or 7.45% errors

(44)

C. Conceptual Framework

Formal learning is learning that takes place within a teacher-students

relationship, sucfh as in a school system. In formal learning proccess, there are

many aspects influence learners as facility, method, etc. Facility and method

influenced the students get success or failed. If their school uses a good

facility and also method so the students will be success in learning English at

school.

When the students faced some difficulties in learning English because

there are many forms, usages or functions and also list of verb that must be

learnt, especially grammar. If school want to their students have better

knowledge about grammar especially gerund, to infinitive and infinitive

without to, so school must give a good facility as language lab, library and

also for teacher must have a good method in teaching the students in order

their goals can be achieve.

The study recomended some kinds of forms, usages or functions and

also verb frequently can be applied in learning English. They are gerund, to

infinitive and infinitive without to. Study about it can improving students’ mastery on the use of gerund, to infinitive and infinitive without to in learning

proccess about grammar comprehension. That make students interest and

motivate to improve their knowledge and also skill because they want to get a

good score and a success. And finally, they are learning grammar especially

gerund, to infinitive and infinitive without to by using a good facility and

(45)

33

This chapter presents about research methodology of this study which

consists of : place and time of the research, method and research design,

population and sample of research, technique of data collecting, instrument of the

research and technique of data analysis.

A. Place and Time of the Research

The writer did her research at the second grade of students of SMK

Muhammadiyah 1 Ciputat, Tangsel that is located at Jl. KH. Dewantara No.

38 Ciputat, Tangsel. SMK Muhammadiyah 1 Ciputat, Tangsel has twelve

classes, four classes for first grade, four classes for second grade and four

classes for third grade.

The research and the report was carried on March until finish. It was

begun by on Tuesday 25 of March until on Friday 04 of April and the later on

Tuesday 08 of April and on Friday 11 of April she gave test about gerund, to

infinitive, and infinitive without to, interview and also gave questionnaires for

them and report it was begun on October until December.

B. Method and Research Design

In this study the writer was used qualitative research method, in which the

writer describes the errors made by the students of Second Grade of SMK

Muhammadiyah 1 Ciputat, Tangsel and the causes of why the students make

errors in their test of Gerund, To Infinitive and Infinitive without To.

The design of this study is descriptive-evaluation in a form of qualitative

research about an error analysis on the students’ mastery on the use of gerund, to infinitive and infinitive without to at the second grade of SMK Muhammadiyah 1 Ciputat, Tangsel.

This study tries to evaluate objectively about teaching grammar especially

(46)

This study is aimed at describing and analyzing about 1) error analysis the

students’ mastery on the use of gerund, to infinitive and infinitive without to

and 2) the solution for their error on the use of gerund, to infinitive and infinitive without to.

C. The Population and Sample of The Research

In this research the writer took the population of the Second Grade

Students of SMK Muhammadiyah 1 Ciputat, Tangsel, the number of the

Second Grade Students are 111 students which are divided into 4 classes, and

the writer took 40 students of the population (10 students from each class) as

the sample of the research in Office Administration, Shari’a Banking,

Accounting and Marketing Class.

D. Technique of Data Collecting

The writer used some techniques of data collecting, they are :

1. Test

The writer gave the test. The form of the tests are true false and

complete. They are focused on gerund, to infinitive, and infinitive without to. This test consists of 50 items of questions, including : gerund, to infinitive, and infinitive without to.

E. Instrument of the Research

In this research, the writer used three instruments. They are test,

questionnaires and interview as research instruments to complete the

data. As instrument, she made test about gerund, to infinitive and infinitive without to. For the first, she gave written test that focused on the subject matter being researched. The type of test is completing

sentences and true false questions which consists of 50 items. This test

about gerund, to infinitive and infinitive without to arranged randomly.

(47)

Test

No Grammar Area Item Number Item Type

1 Gerund 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 21, 23 24, 25, 26,

28.

31, 32, 33, 34, 35, 41,

42, 46, 47, 49.

Complete

Sentences and

True False

2 To Infinitive 11, 12, 13, 14, 15, 17, 18, 20, 22, 29, 30..

36, 37, 38, 39, 40, 43,

44, 45, 48, 50.

Complete

Sentences and

True False

3 Infinitive without To 16, 19, 27. Complete Sentences

F. Technique of Data Analysis

The data analysis is conducted by arranging the data obtained systematically.

This is done to make easier for the researcher to write the report of research.

The data gained from test, questionnaires and interview dealing with the

students’ error on the use of gerund, to infinitive, and infinitive without to and

the solution for their errors on the use of gerund, to infinitive, and infinitive without to.For classification of types errors proposed by Richard it consist of omission, missformation, and addition. And for classification sources of errors also proposed by Richard it consist of overgeneralization, ignorance of rule restriction, and incomplete application of rules

a. Percentage :

The formula that purposed by Bluman in this study is :

P= Fx100 %

(48)

P : Percentage

F : Frequency of The Class

N : Total Number of Values33

And then, after getting the frequency and percentage of error, the

writer looked for the average mark by using formula :

P = F x n x 100 %

N

P : Percentage

F : Frequency

N : Number of Students

n : Number of Item Test

33

(49)

37

CHAPTER IV

RESEARCH FINDINGS

This chapter presents the result of test, questionn

Gambar

Table 4.1 Students’ Score on the Use of Gerund, To Infinitive and Infinitive without To................................................................
Table 4.2 Frequency of Errors in Identifying Gerund
Table 4.3 Frequency of Errors in Identifying To Infinitive
Table 4.4 Frequency of Errors in Identifying Infinitive without To
+4

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