By: Yuspiatul Huriyah DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA

Transcription

1 AN ERROR ANALYSIS ON STUDENTS ABILITY IN USING GERUND AND TO INFINITIVE (A Descriptive Qualitative Study at Second Grade Students of SMAI Al Kholidin) By: Yuspiatul Huriyah DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2014

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5 ABSTRACT YUSPIATUL HURIYAH AN ERROR ANALYSIS ON STUDENTS ABILITY IN USING GERUND AND TO INFINITIVE (A Descriptive Qualitative Study at Second Grade Students of SMAI Al-Kholidin). A skripsi of English Education Department at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, Keywords: Error Analysis, Gerund, To Infinitive. This study was carried out to analyze and to classify the types and the sources of students errors in using gerund and to infinitive. The errors were classified based on Dulay, Burt, and Krashen theory. Besides, the purpose of this study was to find out students most frequent erros and the sources of those errors which students made in using gerund and to infinitive. The method used in this study was qualitative. The qualitative design applied in this study was descriptive study. Furthermore, the subject of this study was the second grade students SMAI Al-Kholidin which consisted of 60 students and the writer only took 30 students as the sample. The data were collected through test and students interview. Rela ted to the result of the analysis, the writer found out 3 types of errors made by the students, they are omission, addition, and misformation. Misformation error had the highest percentage of types of errors. The most frequent misformation errors is in using gerund as direct object of certain verbs with 44 errors or 24.7%, then in infinitive the most frequent error is as subjective complement with 45 errors or 25.3%. i

6 ABSTRAK YUSPIATUL HURIYAH "ANALISA KESALAHAN- KESALAHAN SISWA DALAM PENGGUNAAN GERUND DAN TO INFINITIVE". A Descriptive Qualitative Study at Second Grade Students of SMAI Al - Kholidin. Skripsi of English Education Department at Faculty of Tabiyah and Teacher s Training of State Islamic University Syarif Hidayatullah Jakarta Keywords: Error Analysis, Gerund, To Infinitive. Penelitian ini bertujuan untuk menganalisis dan mengelompokkan kesalahankesalahan yang dilakukan oleh siswa dalam menggunakan gerund dan to infinitive. Kesalahan-kesalahan tersebut dikelompokkan berdasarkan teori Dulay, Burt, and Krashen. Penelitian ini bertujuan juga untuk memperoleh persentase dari setiap jenis kesalahan yang dilakukan oleh siswa; dengan menuliskan presentase jenis kesalahan yang paling tinggi dilakukan oleh siswa. serta untuk mengetahui penyebab terjadinya kesalahan-kesalahan yang dilakukan oleh siswa dalam menggunakan gerund dan to infinitive. Metode yang digunakan dalam penelitian ini adalah metode kualitatif, sedangkan pola umum atau rancangan penelitian yang digunakan oleh penelitian adalah deskripsi (descriptive study). Selanjutnya, peneliti memilih siswa kelas 12 yang berjumlah 60 orang. Tetapi penulis hanya mengambil 30 siswa sebagai subjek dalam penelitian ini. Data dalam penelitian ini diperoleh melalui tes dan wawancara kepada siswa. Hasil dari penelitian error analysis menunjukan bahwa siswa melakukan tiga jenis kesalahan yaitu omission, addition, dan misformation. Kesalahan misformation adalah yang paling sering dilakukan oleh siswa. Frekuensi kesalahan misformation terbanyak ada pada penggunaan gerund yang berfungsi sebagai objek langsung dari kata kerja dengan 44 kesalahan atau 24.7 %. Disamping itu kesalahan misformation yang paling sering dalam penggunaan to infinitive adalah pada saat berfungsi sebagai subjek pelengkap dengan kesalahan 45 atau 25.3%. ii

7 ACKNOWLEDGMENT In the name of Allah, the Beneficent, the Merciful. All praise be to Allah, Lord of the Worlds, who has bestowed strength and health upon the writer in finishing this research paper. Peace and blessing be upon our prophet Muhammad SAW, his family, companions, and all his followers. Alhamdulillah by the grace of Allah the Highest, the writer could finish her research paper after long hard effort of writing. Thus, she would like to express her greatest gratitude to her beloved parents (Muhammad Yusuf and Kamilah) who always pray, support, and motivate her in every part of her life especially in doing this study. The writer would also like to address her gratitude to her advisors Dr. Atiq Susilo, MA and Devi Yusnita, M. Pd for their patient guidance, kindness, valuable advice, and correction during the development of this research. She would like to express her deep appreciation and gratitude to: 1. All lecturers of English Education Department who have taught her new knowledge and have given her gorgeous experiences in study. 2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretary of English Education Department. 3. Dra. Nurlena Rifa i, Phd, the Dean of Faculty of Tarbiyah and Teachers Training. 4. The principal and the English teacher of SMAI Al- Kholidin for permitting and helping the writer to conduct the research. 5. Her beloved best friends who have always been in the writer side in facing all the laughter and tears during her study, especially for Maulana iii

8 Albiansyah, FirdaNuzulia, YeliaAhya Robby, Mutia Mutmainnah, and Rahmat Zulyadi. Thank you so much for your help and unforgetable memories. 6. All her beloved friendsof English Education Department Class C for academic year 2008 whose name cannot be mentioned one by one who always help and motivate her in accomplishing this research paper. May Allah, the Almighty bless them all.amin. Finally, the writer realizes that this research paper still has some weakness and shortage. Thus, she would be grateful to accept any suggestions and corrections from anyone for better writing. Jakarta, 18 Desember 2013 The Writer iv

9 TABLE OF CONTENTS ABSTRACT... i ABSTRAK... ii ACKNOWLEDGEMENT... iii TABLE OF CONTENTS... v LIST OF TABLE... viii LIST OF APPENDICES... ix CHAPTER I: INTRODUCTION A. The Background of the Study... 1 B. The Identification of the Problem... 4 C. The Limitation of the Problem... 4 D. The Formulation of the Problem... 4 E. The Objectives and Significance of the Study... 5 CHAPTER II: THEORETICAL FRAMEWORK A. Error Analysis The Definition of Error Analysis The Distinction Between Error and Mistake The Description of Error The Sources of Error Steps in Analyzing Error The Goal of Error Analysis B. Gerund Definition of Gerund Kinds of Gerund Functions of Gerund v

10 4. Common Verbs Followed by Gerund C. Infinitive Definition of Infinitives Functions of Infinitives Common Verbs Followed Either a Gerund or an Infinitive CHAPTER III: REASERCH METHODOLOGY A. Place and Time of the Study B. Data and Data Sources C. Method of the Study D. Instrument of the Study E. Techniques of Data Collection F. Techniques of Data Analysis G. Checking of Data Validity CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Findings Data Description a. Test b. Interview B. Discussion CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion B. Suggestion BIBLIOGRAPHY APPENDIXES vi

11 LIST OF TABLES Table 3.1 The Test Item Scheme.23 Table 3.2 The Interview Scheme 24 Table 4.1 Frequency of Errors in Using Gerund and to Infinitive.26 Table 4.2 Description of Students Error in Ommision.. 28 Table 4.3 Description of Students Error in Addition. 29 Table 4.4 Description of Students Error in Misformation...29 Table 4.5 The Recapitulation of Error Types. 34 Table 4.6 Total of Misformation Errors in Using Gerund and To Infinitive..36 Table 4.7 The Recapitulation of Students Errors.37 vii

12 CHAPTER I INTRODUCTION A. Background of the Study Grammar is one of the aspects of language which should be mastered by the students. Grammar is needed even in communication. Without the proper knowledge of grammar, the students will find many problems to build up the sentences and express their ideas for communication activities, but if they have good grammar, they will be confident in speaking or writing English. In writer s opinion, grammar is an essential part to be learnt in the process of acquiring language, it must be mastered to help someone to use the language grammatically and meaningfully. However, even though grammar has been taught from Elementary school, Senior High School learners still find difficulties in learning grammar. By having the knowledge of grammar, learners are capable of putting across the sense of how grammar interacts with the lexicon as a communicative system. According to Warriner, Grammar is a description of the way a language works. It explains many things, for example, grammar tells u the order in which sentence parts must be arranged. It explains the work done by the various kinds of words-the work done by a noun is different from the work done by a verb, it explains how words change their form according to the way they are used. 1 We have to understand grammar when we want to make a correct sentence by knowing the way to arrange and form the words well. Grammar will give a special pattern in using language either written or spoken. With grammar the language is more understandable. We know that grammar and language cannot be separated. It means that if someone can speak a language he must know the grammar of the language. On the other hand if someone does not know the grammar he will not be able to speak that language or the listeners will be confused in catching the message, so they 1 John E. Warriner, English Grammar and Composition Third Course, (Harcourt Brace Jovanovich, Inc, 1982), P.1. 1

13 2 will never be able to communicate each other. In other words, without knowing the grammar of the language, one cannot be said to have learned the language, and without learning grammar it seems impossible to learn a language since the grammar tells about the language usage. Therefore, the speakers are supposed to learn the grammar. As one of the aspects of language, grammar must be taught to the students. The writer tries to analyze and to observe the learners who find difficulties in understanding grammar, especially verbal. There are many aspects discussed in English grammar, one of them is verbal. There are three kinds of verbal; participle, gerund, and infinitive. In this research, the writer would like to write about gerund and to infinitive. Gerund and to infinitive are materials which have to be learned in grammar to make good sentences. We can use to infinitive and gerunds in similar ways. They both function like nouns and you can use both forms like noun phrases in most situations. But there are also some very important differences between those two forms. Based on Broukal, Gerund is a base verb + -ing that works like a noun, a gerund can be a subject or an object in a sentence. 2 Beside that, Warriner also states that infinitive is a verb form, usually preceded by to, that is used as a noun, adjective, or adverb. 3 Both of them almost have the same function in form noun as the subject or the object of sentences after certain verb. Sometimes most of the students still do not know which verb functioning as the complement must be in the infinitive or the gerund form is. Even they also do not know which particular verbs, particular adjectives and particular nouns which appropriate to precede gerund or infinitive. One of the problems for learners is to know which verbs in English are followed by the infinitive and which verbs are take the ing form. The problem is complicated by the fact that there is a number of verbs that can take both forms, but with a different meaning. 2 Milada Broukal and Ingrid Wisniewska. Grammar Form and Function. (New York: McGraw-Hill Companies, Inc 2005). p Warriner, op. cit., p. 97.

14 3 In other side, there are many factors that make the students have difficulties in learning gerund and to infinitive. This tendency can be caused by several factors either internally or externally. The internal factors come from the background of the students themselves such as their intelligence and motivation. Meanwhile, the external factors may come from the teachers capability, students environment and facilities,etc. Based on the description above, the writer intends to analyze the error analysis on students ability in using gerund and to infinitive, because when the writer did (Praktik Profesi Keguruan Terpadu) PPKT. The students still made errors in using gerund and to infinitive; they still do not know which verb that has to be use to express gerund or to infinitive; when the writer gave a first exercise about gerund and to infinitive, most of the students made errors in using gerund and to infinitive. Example: *he told a really funny joke. We couldn t stop to laugh (incorrect) The correct form of the sentence is: he told a really funny joke. We couldn t stop laughing Not only that, at the second time the writer gave the test to the students, and they still made errors in using both. Example: * I have decided leaving on Monday (incorrect in using to infinitive as an object of verbs) The correct form is: I have decided to leave on Monday * I m interested in to learn more about Biology (incorrect in using gerund followed by preposition) The correct form is: I m interested in learning more about Biology

15 4 The writer has given the exercise twice. Unfortunately, the students still made errors in using gerund and to infinitive. For that reasons the writer intends to analyze the students error in using both, and also wants to find the reasons why the students made errors in using gerund and to infinitive. B. The Identification of the Problem According to the background of the study above, the problems that can be identified in this research are: 1. Students have difficulties in learning grammar. 2. Students lack of motivation 3. Teachers teaching technique was not suitable with the material 4. Students made errors in using Gerund and To Infinitive C. The Limitation of the Problem Concerning from identification of the problem above, the discussion of this study will be focused on analyzing the student s types of errors and finding out the cause of those errors in using gerund and to infinitive made by the second grade students of SMAI Al-Kholidin. D. Formulation of the Problem Based on the statement above, the researcher formulates the problems of the study as follows: 1. What is the most frequent error made by the second grade students of SMAI Al- Kholidin Jakarta focus on the function in using gerund and to infinitive? 2. Why do the second grade students of SMAI Al- Kholidin Jakarta make error in using gerund and to infinitive?

16 5 E. Objectives of the study and The objectives in this study are expected to: 1. Find out the most frequent error made by students in using gerund and to infinitive in sentences. 2. Find out the reasons why the students make errors in using gerund and to infinitive in sentences. F. Significance of the Study In addition, The results of this study is fully expected to be useful for English teacher to recognize the students error in using gerund and to infinitive and to make them easier to understand in using gerund and to infinitive in order to be able to minimize a number of errors the students make. For students, this research will give an input to them to improve their knowledge and may assist them to use gerund and to infinitive spoken and written correctly. This research may also be a reference for other researcher to deliver useful information for other researchers who are interested in English and also for the future study related to the subject.

17 CHAPTER II THEORETICAL FRAMEWORK A. Error Analysis 1. Definition of Error Analysis in Linguistics Learning a foreign language is different from learning our mother tongue, so it is natural when the students make error in learning a foreign language. According to Wenfen Yang error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language. 4 addition, Ellis and Barkhuizen note that error analysis consists of a set of procedures for identifying, describing, and explaining learner errors. 5 Error analysis deals with the students performance in terms of the cognitive processes they make use of in recognizing or coding the input they receive from the target language. A primary focus on error analysis is on the fact that students error provide with an understanding of the underlying process of the second language acquisition. 6 Errors in foreign language teaching especially in English are the cases which are difficult to avoid. James stated that Error analysis is the process of determining the incidence, nature, causes, and consequences of unsuccessful language. 7 Another concept of error analysis is given by Brown, he defined error analysis as the process to observe, analyze, and classify the deviation of the rules of the second language and then to reveal the systems operated by learner. 8 Based on those definitions, the writer synthesize that the error analysis is a set of procedures of observing, identifying, classifying, interpreting or describing the errors, determining the causes of errors and revealing the deviation of the rules 4 Wenfen Yang, Language Teaching and Research: A Tentative of Errors in Language Learning and Use, (Finland: Academy Publisher, 2010), p Rod Ellis, Gary Barkhuizen, Analysing learner language, (Oxford: Oxford University Press, 2005), p Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Research Assistant, 2005, Vol. 1, p Carl James, Error in Language Learning and Use: Exploring Error Analysis, (New York: Wesley Longman Inc, 1998), p H. Douglas Brown, Principles of Language Learning and Teaching Third Edition, (Englewood Cliffs: Prentie-Hall Inc, 1994), p.206. In 6

18 7 of the second language learning made by learner, and it is carried out to get information on common difficulties faced by learner which in turns helps teachers to correct the students errors, and improves the effectiveness of their teaching. 2. Distinction between Error and Mistake Corder defines mistake is a random performance caused by fatigue, excitement, etc. and therefore can be readily self-corrected, while error is systematic deviation made by learners who have not yet mastered the rules of the target language. Consequently, learners cannot self correct an error because it is a product reflective of the learners stage of target language development or underlying competence. 9 Meanwhile, James differentiates between errors and mistakes. He defines errors as a systematic mistakes due to lack of language competence, while mistakes refer to performance errors because of a random guess or slip. Error cannot be self-corrected; mistakes can be self-corrected if the deviation is pointed out to the speaker. 10 Furthermore, Edge offers simpler definitions which are especially important for classroom teachers to keep in mind. He states that a slip or mistake is what a learner can self-correct, and error is what a learner cannot self-correct. 11 In addition Ellis stated that errors reflect gaps in a learner s knowledge; they occur because the learner does not know what is correct. Then mistakes reflect occasional lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows. 12 There is an example of an apparent mistake in student s speech, in the narrative he says: - The big of them contained a snake 9 Diane Larsen Freeman, and Michael H. Long, An Introduction to Second Language Acquisition Research, (New York: Longman, 1991), p H. Douglas Brown, Principle of Language Learning and Teaching, 4th edition, (New York: Longman, 2000) p Ibid., p Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 1997), p. 17.

19 8 He used the past tense of the verb contain correctly. However, in the final sentence he says: - The basket contain a snake Making what seems to be a past tense error. But clearly, the student knows what the past tense of contain is as he has already used it correctly once. His failure to say contained in the last sentence, then, might be considered a mistake The question arises as to how errors and mistakes can be distinguished. One way might be to check the consistency of learners performance. If they consistently substitute contain for contained this would indicate a lack of knowledge-an error. However, if they sometimes say contain and sometimes contained, this would suggest that they possess knowledge of the correct form and are just slipping up- a mistake. Another way might be to ask learners to try to correct their own deviant utterance. Where they are unable to, the deviations are errors; where they are successful, they are mistakes. 13 Another examples using this as a test, the sample of learner language (one day an Indian gentleman arrived in England by plane.the man said to the little boy, when the little boy was speaking with the traveler, the thief took the big suitcase and went out quickly. The policeman was in the corner whistle but it was too late). This example suggests that the learners failure to use the correct form of the simple past tense (for example whistle instead of whistled) constitutes a mistake rather than an error because other forms are correctly marked (arrived, said, took, went out). A learner is considered to make mistakes when he or she has deviation. A better way of determining where a particular deviation is an error or a mistake is to consult the learner, if the learner is able to self-correct the deviant form, it can be classified as a mistake. From the explanation above, it can be synthesized that errors happened because of lack of knowledge, constantly occurred, and it cannot be self corrected, while mistakes happened because of carelessness, temporary lapses of memory, slips of the tongue, or other performance failure, and it can be self corrected. 13 Ibid., p. 17.

20 9 3. Description of Errors There are many categories for describing errors have been identified. According Dulay, Burt, and Krashen, there are four types of errors based on the surface strategy taxonomy. They are omission, addition, misformation, misordering. 14 a. Omission Omission errors are characterized by the absence of an item that must appear in a well-formed utterance. It is found in greater abundance and across a greater variety of morphemes during the early stages of second language acquisition. This error, the learner may omit noun and verb inflections (the s in plural form of birds, -ed in looked, the ing in cooking, etc). For example: 1) I bought three doll for my daughter two days ago. (omission s for plural form dolls) 2) I study Math last night. (omission ed for inflectional verb studied) b. Addition Addition errors are characterized by the presence of an item which must not appear in a well-formed utterance. Addition errors usually occur in later stages of second language acquisition, when the learner has already acquired some target language rules. There are three types of addition error: 1) Double Marking. It occurs when there are two or more items with same feature in a sentence. For example: My father doesn t goes to the office this morning, because he is sick (doesn t and goes are the same feature for simple present tense). The correct form of that sentence is: My father doesn t go to the office this morning, because he is sick. 2) Regularization. It occurs when there are erroneously added to exceptional items which are typically added to linguistic items. For examples, the verb eat, the past form is not eated, but ate; the noun sheep, the plural form is sheep, not sheeps. 3) Simple addition. It is the use of an item which should not appear in a well- 14 Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford University Press, 1982), p

21 10 formed utterance, and they are not double marking or regularization error. c. Misformation. Misformation errors are characterized by the use of the wrong form of the morpheme or structure. It occurs when the learner supplies incorrect item in wellformed utterance. Similar with addition, misformation also has some subtypes; regularization errors, archi-forms, alternating forms. Regularization errors are those in which a regular marker is used in place of an irregular one, as in runned for ran or gooses for geese. Another subtype is archi-form, it happened when learners select one member of a class of forms to represent others in the class. Dulay, Burt, and Krashen called the selected form by the learner an archiform, for example a learner temporarily select just one of the English demonstratives adjectives this, that, these, and those to do the work for several of them (that dog, that dogs). The last subtypes is alternating form, it defines as fairly free alternation of various members of a class with each other, in case of pronoun, the learners may use masculine for feminine (or vice versa), as in he for she.

22 11 d. Misordering Misordering errors are characterized by the incorrect placement of a morpheme or group of morpheme in an utterance. For example: - Where you are going? In that sentence there is an incorrect placement. The correct sentence is: Where are you going? Based on the definition above, errors can be described as a systematic deviation made by learners who have not yet mastered the rules of the target language; one obvious reason why learners make errors is the difficulty they experience in accessing their L2 knowledge when communicating. If L2 forms haven t yet been automatized, they require controlled processing which places a heavy demand on learners information processing systems Sources of Error Errors in learning target language occur for many causes, By identifying the cause of errors, we can figure out why the errors happened, and more understand of how the process of target language acquisition. Some linguists differentiate the causes of errors. James theory exposed three main diagnosisbased categories of error; they are interlingual transfer, intralingual transfer, and induced error. 16 a. Interlingual Transfer Interlingual defined as errors which is the result of language transfer/translation that caused by the students first language. In this early stage, before the system of the second language is familiar to students, the native language is the only linguistic system in previous experience upon which the students can draw. Interlingual transfer can be called mother tongue interference. It has a great deal in learning target language directly. 15 Rod Ellis and Gary Barkhuizen, Analysing Learner Language, (New York: Oxford University Press, 2009), p James, op. cit., p. 178.

23 12 Interlingual errors are similar in structure to an equivalent phrase or sentence in the learners native language. It also be said that this error occurs because the learners native language does not have the same rules of the target language has, but the learner applies the rules of their native language into target language. 17 In interlingual transfer, the sound system and the grammar of the first language impose the learner on the new language and this leads to a foreign pronunciation, faulty grammatical patterns and the wrong choice of vocabulary. 18 b. Intralingual Transfer Errors results from the faulty or partial learning. It occurs as a result of learner s attempt to build up concepts about the target language from the limited experience with it. c. Induced Errors. It refers to learner s error that result more from the classroom situation. Therefore, this error seems natural. Another theory based on Brown, he almost has the same theory with James about the causes of error. Brown classifies that there are four categories of cause of error; they are interlingual transfer, intralingual transfer, and context of learning. 19 Context of learning means that the social situation or the school that takes place in learning process can lead to the source of error. In the classroom context for example, the teacher or the book can lead the learner to make an error in accepting the concepts. While Hubbard et al. distinguishes the sources of error into three parts:19 a. Mother Tongue Interference The sound system (phonology) and the grammar of the first language impose the learners on the new language and this leads to a foreign p Dulay. Et al., op cit., p Peter Hubbard, A Training Course for TEFL, (Oxford: Oxford University Press, 1983), 19 H. Douglas Brown, Principles of Language Learning and Teaching, 2 nd edition, (New York: Pearson Education, 1987), p

24 13 pronunciation, faulty grammatical pattern and, frequently, the wrong choice of vocabulary. b. Overgeneralization The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of the learners. It claims that the learner processes new language data in her/his mind and produces rules for its production, based on the evidence. c. The Teaching Process The teaching process also can contribute to the students errors. According to those who support behaviorism theory, error is evidence of failure, of ineffective teaching or lack of control. If materials well chosen, graded, and presented with meticulous care, there should never be any error. From some theories above the writer uses Brown s theory. There are three causes; interlingual transfer, intralingual transfer, and context of learning. 5. Steps in Analyzing of Error According to Jacek Fisiak there are six methodology of error analysis. The method consisted of the following steps: a. Collection of data (either from a free composition by the students on a given theme or from examination answer), b. Identification of errors (labelling, with varying degrees of precision depending on the linguistic sophistication brought to bear on the task, with respect to the exact nature of the deviation), c. Classification into error types, d. Statement of relative frequency of error types, e. Identification of the areas of difficulty in the target language, f. Therapy (remedial drills, lessons) Jacek Fisiak, Contrastive Linguistics and the Language Teacher, (Poland: Pergamon Press, 1981), p. 222.

25 14 In addition, Ellis provides five steps which are originally proposed by Corder, 21 they are: collecting of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors. From some theories above, the writer uses steps in analyzing of error proposed by Ellis in this research. 6. The Goal of Error Analysis There are some goals of error analysis; one of them is as Rebecca M Valette said: One of the goals of error analysis is to reveal learners. A strategy is to help in the preparation of more effective learning material. 22 Next argument is While Pit Corder makes a distinction between the theoretical and applied goal of error analysis. They are: a. Applied goal aspect is, correcting and eradicating the learner's error at the expense of the more important and logically prior task of evolving an explanatory theory of learner's performance. b. Theoretical goal aspect is as worthy of study in and on itself as is that of child language acquisition and can, in turn, provide insights into the process of language acquisition in general. 23 Another theory about the goal of error analysis from Dullay stated that studying students errors serves two major purposes: a. It provides data from which inferences about the nature of language learning process can be made. 21 Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University Press, 2008), p Rebecca M. Valette, Modern English Testing, (Boston: Boston College, 1977), p Pit Corder in Jacek Ficiak, Contrastive Linguistics and Language Teacher, (Oxford: Pergamon Press, 1981) p. 225

26 15 b. It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which errors types detract most from a students ability to communicate effectively. 24 The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process B. Gerund 1. Definiton of gerund Betty scramfer Azar in Understanding and Using English Grammar stated that a gerund is the ing form of a verb used a noun. A gerund is used in the same ways as a noun, i.e, as a subject or an object (walking is good exercise). 25 The same essence is stated by George E. Wishon and Julia M. Burks, the 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 26. Besides the form verb -ing as gerund, the form verb -ing also use as an original verb in present participle. In this case there is a different function each other. Verbal constructions function as parts of speech other than verbs, usually as nouns, adjectives, or adverbs. In these constructions the elements of simple sentences are more changed in form than they are in dependent clauses. The verbs are generally reduced to participial ing or ed form, or to infinitive form. However, these verbal forms, like the finite verbs in full sentences, can take complements or adverbial modifiers. 27 In verbal constructions, the subjects and objects from original simple sentences may remain unchanged in form, or they may be reduced to possessive, 24 Dulay. et al., op cit., p Betty Scramfer Azar, Understanding and Using English Grammar 4 th edition, (Mc Graw. Hill companies, 2002 ), p George E. Wishon and Julia M. Burks, Let s Write English Revised Edition, (New Jersey: Prentice. Hall, 1989), p Marcella Frank, Modern English; A Practical Reference Guide, (Englewood Cliffs: Prentice Hall, 1972), p. 304.

27 16 objective or prepositional form. Also, they may not occur in the verbal construction at all but may be found elsewhere in the sentence or be implied from the general context. In brief, to distinguish between verbal and gerund is verbal cannot be as a subject or an object in a sentence, in contrast gerund can be as a subject or an object in a sentence. For example : - He is smoking now ( present participle), smoke with ing in this sentence has a function as an original verb; it can be called as a verbal construction 2. Kinds of Gerund George E. Wishon and Julia M. Burks noted that there are two kinds of gerund, they are: 28 a. Simple Gerund is a 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 good exercise. b. Gerund Phrase. While 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 adjective form. e.g. Your singing is beautiful. 28 Ibid., p. 268

28 17 Everyone admires Patrice s expert dancing. The gerund phrase is italicized; the simple gerund is underlined. 3. Functions of Gerund Both gerund and gerund phrase have the same functions in the sentence in any position noun. By the definition above Gerund has function as nouns in a sentence, according to Milada Broukal and Ingrid Wisniewska in Grammar Form and Function 3, there are three functions of gerund, they are: The subject of the verb : Swimming is a lot of fun and good exercise. The object of the verb : I really like swimming. The object of a preposition: I am looking forward to swimming in the ocean. 29 a. Gerunds As The Subject of a Sentence Any activity that can be expressed with the "ing" form of a verb can be the subject of a sentence. All gerunds can be the subject of a sentence. Gerund can be the subject of a sentence when an action is being considered in a general sense. Examples: 1) Breathing is necessary. 2) Driving a car requires good vision. 3) Helping other people feels good. 30 b. Gerunds As The Object of a Preposition Michael Swan states that gerund is used after all Prepositions (for, with, about) must be followed by an object. (Including to when to is a 29 Milada Broukal and Ingrid Wisnieswka, Grammar Form and Function 3, ( Newyork: McGraw Hill, 2005), p A.J. Thomson and A.V. Martinet, Practical English Grammar, (Newyork: Oxford University Press, 1986), p. 228.

29 18 preposition). 31 The object can be a noun or a gerund (a verb acting as a noun). 1) I am tired of waking up too early. 2) I look forward to meeting your friend. 3) I am interested in learning baseball. 4) She is responsible for implementing new policy. c. Gerunds As Direct Object of Certain Verbs Certain verbs in English are followed by verbal- either gerunds or infinitives which are considered as the objects of these verbs. When gerunds follow verbs, they function as direct objects of those verbs. 32 Examples are: 1) We have considered selling our home 2) He mentioned meeting the governor at the reception 3) I can not tolerate his constant complaining about everything 4. Common Verbs Followed by Gerund Here are some verbs that are followed by a gerund. (These verbs can be followed by any gerund. The gerunds used in these sentences are only examples). 33 (a) I enjoy working in my garden (b) Bob finished studying at midnight (c) It stopped raining a few minutes ago - Enjoy - mind - keep - think about - Finish - postpone - keep on - discuss 31 Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1987), p Wishon. loc cit. 33 Betty Schrampfer Azar, Fundamentals of English Grammar Second Edition, ( London:Tina B. Carver; Prentice Hall International UK,1992), p.247.

30 19 - Quit - put off - consider - talk about Gerunds are used as the objects of the verbs in the list. The list also contains phrasal verbs (e.g., put off) that are followed by gerunds C. Infinitives 1. Definition of Infinitives John E. Warriner in Grammar and Composition stated that an infinitive is a verb form usually preceded by to, that is used as a noun, adjective, or adverb. 34 Marcella Frank defined in Modern English; A Practical Reference Guide stated that An infinitive is the form of the verbs, but it is not a verb. An infinitive can be a noun, an adjective, or an adverb. 35 From some discussions above the writer can conclude that an infinitive is a kind of verb which has a function as a noun, an adjective, or an adverb with addition to or without to before a verb. 2. Functions of Infinitives Examples: a. Infinitives functioning as nouns appear in the same positions as nouns 1) To practice had been an effort (Subject) 2) The object of practice was to improve (Subject Complement) 3) They were about to succeed (Object of Preposition) b. Infinitives functioning as adjectives follow the noun they modify 1) I had an impulse to sneeze c. Infinitives functioning as adverbs follow the words they modify 1) The baby was able to crawl 2) She struggled to balance 3) Common verbs followed by to infinitives 34 Warriner. loc. cit. 35 Frank, op. cit., p. 328

31 20 Here are some verbs that are followed by an infinitive. (These verbs can be followed by infinitive. The infinitives used in these sentences are only examples). 36 Examples are: (a) Tom offered to lend me some money (b) I have decided to buy a new car (c) I have decided not to keep my old car The lists of verbs followed by infinitives are: - Want - expect - promise - appear - Need - plan - offer - pretend - Would like - intend - agree - forget - Would love - mean - refuse - Hope - decide - seen 3. Common Verbs Followed by Either a Gerund or an Infinitive Some verbs can take either a gerund or an infinitive. With some verbs, there is no difference in meaning, but with other verbs there is a difference in meaning. 37 These verbs can take either an infinitive or a gerund with no difference in meaning. - Begin - Like - hate - can t stand - Love - Start - continue Examples: (a). It started to snow (b). It started snowing Have the same meaning 36 Azar, op. cit., p Broukal, op. cit., p. 226.

32 21 Beside that, these kind of verbs below that can take a difference in meaning between the infinitive and gerund forms. - Forget - Stop - Remember - Regret - Try Examples: (a). I regret telling him that I bought a car ( I told him I bought a car); to say that we regret something we have already done in the past (b). I regret to tell you that you ve failed the test; to say that we regret something we have to do now

33 CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Study The writer conducted her research at SMAI Al- Kholidin Jakarta which is located at Jl. Wijaya I/ Iskandarsyah Raya Blok O melawai Keb. Baru Jakarta Selatan. The research was carried on 19 th to 30 th of November B. Data and Data Sources The data of the research was the students errors in using gerund and to infinitive; the data was taken from the test and interview. The data sources are the second year students of SMA Islam Al-kholidin Jakarta. There were two classes; Science class and Social, which consists of 30 students of each class. The writer took Science class as a sample. In taking the sample, the writer used purposive sampling. C. Method of the Study The method of this research was descriptive qualitative method. The writer collected the data by giving the test to the students. The writer conducted the test to find out the most type of error made by the students in using gerund and to infinitive, and also to know why the students make those errors. Moreover, the writer held an interview to get further information about the causes of students error. To analyze the causes of errors, the writer used Brown s theory. 22

34 23 The writer used error analysis procedure in analyzing data. As soon as collecting data, the writer identified the errors students made by analyzing the result of students test. Then, the writer described, classified, and calculated the errors. The last, the writer explained and interpreted the result of the research by using descriptive analysis. D. The instrument of the Study In this research, the writer used test and interview as instruments to obtain the data. She made the test about gerund 22 and infinitive. First, she gave a written test that will focus on the subject matter that will be researched. The type of test is fill in the blank which consists of 20 items. The test is about gerund and to infinitive arranged randomly. The students get 5 points for each item. Then, interview was the second instrument. It consists of 5 questions about students understanding about gerund and infinitives. The result of this interview was aimed to know the causes of errors made by the students in using gerund and infinitives. Before giving the test to the students, the writer did test of validity by using SPSS Program from 25 item tests. Actually, there were four invalid items, so that the writer only took 20 item of the test which is valid to be tested to the students. The result of test of validity can be seen in appendices. The following tables are the scheme of the test item and the interview: Table 3.1 The Test Item Scheme No Grammar Area Tested 1 Gerund As a subject of a sentence As direct object of certain verbs Item Number 1, 5, 10 8, 6, 11, 15 Item Type Fill in the Blank

35 24 2 To Infinitive As object of a 3, 19, 13 preposition Adjectives Followed by 4, 7, 12 Infinitives As direct object 2, 9, 14, of certain verbs 18 As subjective 16, 17, 20 complements Table 3.2 The Interview Scheme No. Indicator Tested Area Item Number Item Type 1 To find out the students errors areas Kinds of difficulties 1 and 2 2 To find out whether the students errors caused by interlingual transfer Interlingual transfer 4 3 To find out whether the students errors caused by intralingual transfer Intralingual transfer 3 Interview 4 To find out whether the students errors caused by context of learning Context of learning 5 E. The Technique of Data Collection In this research, the writer used some techniques to collect the data. She gave test and did an interview. 1. Test Score

36 25 The test is given to know the students ability in distinguishing gerund from to infinitive after certain verbs in the sentences. The writer gave 20 items of the test to the second grade students of SMA Islam Al- Kholidin. 2. Interview To know students understanding about gerund and to infinitive, the writer gave 5 questions to second grade students of SMA Islam Al- Kholidin in doing the interview. The writer chose 9 students; they were 3 students who got the highest score, 3 students who got middle score and 3 students who got the lowest score. The questions were only given to nine students, and it was hopefully to know the causes of errors that students made in using gerund and to infinitive. F. The Technique of Data Analysis After collecting the data from the test, the researcher analyzes the students errors by focusing on their errors in using gerund and to infinitive from the students answer sheets. The researcher analyzed it by marking the errors and counting the errors into percentage, to calculate the percentage of students errors, the researcher uses the formula below: 38 P= x 100% P = Percentage F = Frequency of error made N = Total of students errors G. Checking of Data Validity The researcher verified data (test instrument) by using SPSS Program, and (interview) by using triangulation data based on theories of the research. Here, the researcher compared the research findings of interview with the theories that used in chapter two. The theories in this research focused on types of error and causes 2001), p Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

37 26 of error in error analysis theory. From some theories above the writer uses Brown s theory in dividing cause of errors made by the students. There are four causes; interlingual transfer, intralingual transfer, and context of learning. Based on the research findings of the research, the data is valid because there is mutual meaning between data interpretation of interview and theories. It can be proved that the respondents make errors in using gerund and infinitive because of Interlingual Transfer.

38 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Finding 1. Data Description The writer conducted a written test to collect data. The test consisted of 20 questions in one section; the students have to complete the sentences with the correct form, gerund or infinitive. In the test given by the writer, the students should pay attention to each number; there are some functions of gerund and infinitive, so that the students should know which verb functioning as gerund and which verb functioning as to infinitive. The writer then identified the students errors by using procedures of error analysis, and the result will be presented in the table. Analyzing the interview result was done after identifying the most frequent error made by students in using gerund and to infinitive. Here are the descriptions of students test and interview: a. Test The following table describes errors made by the students in using gerund and to infinitive. Table 4.1 Frequency of errors in using gerund and to infinitive No Grammar Area 1 Gerund Tested Item Number Frequency of Errors Percentage of Errors (%) As a subject of a sentence As an object of a preposition As a subject of a sentence As direct object of certain verbs As direct object of certain verbs As a subject of a sentence As direct object of certain verbs

39 28 2 Infinitive As object of a preposition As direct object of certain verbs As object of a preposition As direct object of certain verbs Adjectives followed by infinitives Adjectives followed by infinitives As direct object of certain verbs Adjectives followed by infinitives As direct object of certain verbs Infinitive as subjective complement Infinitive as subjective complement As direct object of certain verbs Infinitive as subjective complement TOTAL Based on the table above, it could be seen that the number of errors made by the students in using gerund and to infinitive was 178 errors. After calculating the number of errors, then the writer would like to describe in details about types of errors committed by the students in using gerund and to infinitive. The classification of types of errors will be shown in the following table:

40 29 Table 4.2 Description of Students' Error in Omission Item Number Students Error Recognition Error Classification Correction Bob finished studing at midnight Omission of spelling /y/ Bob finished studying at midnight They discussed geting a new house Her dream is win the match Maria always speeds on the expressway. She's certain get stopped by the police Omission of spelling /t/ Omission of spelling /to/ Omission of spelling /to/ They discussed getting a new house Her dream is to win the match Maria always speeds on the expressway. She's certain to get stopped by the police Based on the table 4.2 above, the most errors committed by the students is in number 6 (gerund as direct object of certain verbs) with 3 students. It happened because the students did not know the rules in changing gerund form, so they just added ing after the verb study. The same case also happened in item number 15, the word get is added ing without paying attention to the rules how to change base word into gerund form. In the next item number (17 and 12), the students also omit to in changing the verbs into to infinitive. That type of errors is known as omission.