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IN USING GERUND
(A Case Study at the Second Year Students of SMK Taman Ilmu Depok)
By:
MUHAMAD CHOTIB FIRDAUS
NIM. 105014000391
Approved by
Advisor
.f*
i :.'
,14
ENDORSEMENT SHEET
The ooSkripsi"(Scientific Paper) entitled "AN
ERROR ANALYSIS OF
EXAMINER 2: NenengSunenesih.
M.pd.
ining Faculty
NIP: 19520520
198103I 001
1.,,
lrl
KEMENTERIAN
AGAMA
UINJAKARTA
FITK
FORM(FR)
No. Dokumen :
Tgl.Terbit
:
No.Revisi:
:
Hal
FITK-FR-AKD-089
1 Maret2010
01
1t1
SURATPERNYATAAN
KARYASENDIRI
Sayayangbertandatangandi bawahini,
Nama
MuhamadChotib Firdaus
Tempat/Tgl.Lahir Tangerang,
21 Agustus1987
NIM
105014000391
Jurusan/Prodi
PendidikanBahasaInggris/ PendidikanBahasaInggris
JudulSkripsi
An Error Analysisof Students'Ability in Using Gerund
(A CaseStudyat the SecondYearStudentsof SMK Tamanllmu Depok)
Ybs.
_--.-..M,qbesiswa
NrM.105014000391
ABSTRACT
Firdaus, Muhamad Chotib. 2013. AN ERROR ANALYSIS OF STUDENTS
ABILITY IN USING GERUND (A Case Study at the Second Year
Students of SMK Taman Ilmu Depok), Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisor: Drs. Syauki, M.Pd.
The aim of this research is to find out and identify some errors made by
the students in using gerund, the types of students errors in learning gerund, most
frequent occurrence errors committed by students, and the causes of students
errors in using gerund.
In this research, the writer used qualitative method in a form of descriptive
analysis (percentage) that included observation, collecting the students test,
analyzing, and interpreting the data. For collecting the data, the researcher used
observation, students test and interview as the instrument. The subject of this
research is the eleventh grade students of SMK Taman Ilmu Depok. The writer
gave the thirty students the filling in the blank test that consists of 32 items, 8
items in the form of gerund as subject of a sentence, 8 items in the form of gerund
as object of preposition, 8 items in the form of gerund as direct object of certain
verbs, and 8 items in the form of gerund as the complement of a sentence.
The result of the research showed that there were 96 errors or 16.25%
students made errors in using gerund as subject of a sentence, 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 the complement
of a sentence. The writer also classified the types of errors made by the students.
From 591 errors, 424 of them are misformation. This types of errors contributed
71.74% to whole scores. Next type is omission, the total of its errors is 123 or
20.81%. The last type is addition, only 44 or 7.45% errors in this type.
ABSTRAK
Firdaus, Muhamad Chotib. 2013. AN ERROR ANALYSIS OF STUDENTS
ABILITY IN USING GERUND (A Case Study at the Second Year
Students of SMK Taman Ilmu Depok), Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
Negeri Syarif Hidayatullah Jakarta
Pembimbing: Drs. Syauki, M.Pd.
Kata Kunci: Kesalahan, Gerund, dan SMK Taman Ilmu Depok
ii
ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this
skripsi is processed until it becomes a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers Training in a partial fulfillment of the
requirements for the degree of S.Pd. (S-1) in English Education.
In this process of finishing this skripsi, the writer got a lot of guidance
and motivation from people around him. Therefore, the writer would like to
express his deepest gratitude to his wonderful parents, (Mr. Ramin and Mrs.
Musanah).
Furthermore, the writer would like to express his great honor and deepest
gratitude to his advisor, Drs. Syauki, M.Pd. for his valuable help, guidance,
comments, corrections and suggestions and who has been very patient to sacrifice
his energy and time to assist the writer so that the writer could finish this
skripsi.
The writers sincere gratitude also goes to:
1. Prof. Dr. H. Rifat Syauqi Nawawi, M.A., the Dean of the Faculty of Tarbiyah
and Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., as the Head of English Education Department.
3. Neneng Sunengsih, M.Pd., as the Secretary of English Education Department.
4. All lecturers in English Education Department who have taught the writer
useful knowledge and skills.
iii
5. All of the teachers in SMK Taman Ilmu Depok especially Jamaludin, S.Ag,
M.Pd. as the headmaster and Salman Fauzi, S.Pd. as the English teacher for
giving permission to the writer to do observation and conduct the research.
6. All friends in English Education Department 2005 especially Wildan Hamdani
and Munsyi Ulhaq for the great friendship, support, togetherness and
knowledge they have shared. May Allah the Almighty bless them all, so be it.
The writer realizes that this skripsi cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for him to get critiques
and suggestions to make this skripsi better.
Jakarta, February 2013
The Writer
iv
TABLE OF CONTENTS
ABSTRACT...................................................................................................
ABSTRAK...................................................................................................... ii
ACKNOWLEDGEMENT............................................................................
iii
TABLE OF CONTENTS..............................................................................
CHAPTER
INTRODUCTION............................................................ 1
A. Background of the Study............................................. 1
B. Identification of the Problem....................................... 4
C. Limitation of the Problem........................................... 5
D. Formulation of the Problem........................................ 5
E. Objectives of the Study............................................... 5
F. Significances of the Study.......................................... 5
CHAPTER
II THEORETICAL FRAMEWORK................................ 7
A. Error Analysis............................................................ 7
1. Understanding of Error............................................ 8
2. Distinction between Error and Mistake................. 8
3. Causes of Error........................................................ 9
4. Types of Error........................................................ 14
5. Goal of Error Analysis........................................... 18
6. Procedure of Error Analysis.................................. 19
B. Gerund........................................................................ 20
1. Understanding of Gerund....................................... 20
2. Kinds of Gerund..................................................... 21
3. Forms of Gerund...................................................... 22
4. Uses of Gerund...................................................... 22
5. Errors in Using Gerund.......................................... 28
v
CHAPTER
CHAPTER
IV RESEARCH FINDING................................................... 34
A. Data Description......................................................... 34
B. Data Analysis.............................................................. 37
C. Data Interpretation...................................................... 47
CHAPTER
BIBLIOGRAPHY........................................................................................... 52
APPENDICES................................................................................................. 54
vi
LIST OF TABLES
Table 2.1. Procedure of Error Analysis ...............................................................20
Table 2.2. List of Verbs Frequently Followed by Gerund (George E. W.) .......24
Table 2.3. List of Verbs Frequently Followed by Gerund (Betty S. A.) .............25
Table 4.1. Material Display within The English Test Items ..............................34
Table 4.2. Percentage of Types of Error .............................................................38
Table 4.3. Frequency of Errors in Gerund as Subject of a Sentence ..................39
Table 4.4. Frequency of Errors in Gerund as Object of Preposition ...................40
Table 4.5. Frequency of Errors in Gerund as Direct Object of
Certain Verbs....................................................................................41
Table 4.6. Frequency of Errors in Gerund as the Complement of Sentence .......42
Table 4.7. Percentage of Errors in Learning Gerund .........................................48
Table 4.8. The Sequence of Gerund Tested Area Based on Its High
Frequency of Errors ..........................................................................48
Table 4.9. Types of Error ....................................................................................49
vii
LIST OF APPENDICES
Appendix 1 Students Score of Test Result.. ..54
Appendix 2 The Identification of Students Error in Learning Gerund as
Subject of a Sentence .....................................................................55
Appendix 3 The Identification of Students Error in Learning Gerund as
Object of Preposition .....................................................................81
Appendix 4 The Identification of Students Error in Learning Gerund as
Direct Object of Certain Verbs ......................................................107
Appendix 5 The Identification of Students Error in Learning Gerund as
Complement of a Sentence ............................................................140
Appendix 6 The Instrument of Test ....................................................................171
Appendix 7 The Answer Key of Test ...............................................................173
Appendix 8 Students Answer Sheet...................................................................174
Appendix 9 The Instrument of Teachers Interview ...........................................178
Appendix 10 The Instrument of Students Interview ..........................................180
Appendix 11 The Transcript of Students Interview...........................................181
viii
CHAPTER I
INTRODUCTION
Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah
Menengah Atas dan Madrasah Aliyah, p. 14.
Jeremy Harmer, the Practice of English Language Teaching 3rdEdition, (Essex: Pearson
Education Limited, 2001), p. 32.
6
Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge:
Cambridge University Press, 1988), p. 4.
7
Ibid.
adding ing to the verb when forming gerund. And they also could not
differentiate between the use of gerund and present participle.
Here are the examples of the misunderstanding of using gerund. He
will consider go with you, read is good activity. From those examples, the
writer concluded that most of students did not know how to use gerund. He
tried to correct those sentences as follows: He will consider going with you,
reading is good activity. It is in line with the statement of George E. Wishon
and Julia M. Burks in Lets Write English that the gerund is the ing form of
the verb used as a noun. Notice that the gerund has the same form as the
present participle. However, it functions difference in the sentence. It is
always a noun and can function in any noun position.8
Based on the discussion above, the writer considers the difficulties
faced by students in learning and using gerund. It is about getting students
understanding of the use of the gerund form and the difference from the
present participle.
Based on the statement above, the writer takes a title of this Skripsi
An Error Analysis of Students Ability in Using Gerund (A Case Study
at the Second Year Students of SMK Taman Ilmu Depok)
George E. Wishon and Julia M. Burks, Lets Write English, Revised Edition, (New
York: Litton Educational Publishing Inc., 1980), p. 268.
The other use of this study, especially for the writer himself is a
principle to apply teaching of English in a higher rank. It is also useful for the
library of FITK UIN Syarif Hidayatullah Jakarta for its bibliography dealing
with the improvement of education field.
By this study, first the writer really hopes that after reading the skripsi
specifically, the readers can add their knowledge about how to behave and how
to overcome all the problems in surviving in the school life.
For English teacher, it is supposed that grammar will be more
considered in the teaching learning process. From the skripsi, it will make the
teacher knows and understands the characteristics of his/her students, so he/she
can handle during teaching learning process well. In supporting teaching
learning process at school, the teacher should try hard to be more active in
giving a chance to the students to practice speaking English.
The last, the writer also expects to encourage readers to be eager to
study about grammar. That will make you easier to communicate and tell what
you want to say to the native speaker or non-native speaker who can speak
English well around the worlds.
CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
Error is normal and making error is unavoidable during the learning
process. It will always occur although best effort has been done. Errors made
by the students do not mean a failure or inadequacy but they can be viewed as
important evidence of strategies or procedure employed by the student in
learning a second language. They are also significant to the teacher and to the
student himself.
In language teaching and testing, error analysis is a technique of
measuring progress and of devising teaching methods by recording and
classifying the mistakes made by students, meanwhile in linguistics, error
analysis is the observation of errors in the speech process as a means of
understanding the phonological and semantic components of language,
interactional processes, and speakers' discourse strategies.1
Error analysis is an activity to reveal errors found in writing and
speaking. Brown defined error analysis as the process to observe, analyze,
and classify the deviations of the rules of the second language and then to
reveal the system operated by learner.2 It seems this concept is the same as
the one proposed by Crystal i.e. error analysis is a technique for identifying,
classifying, and systematically interpreting the unacceptable forms produced
by someone learning a foreign language, using any of the principles and
procedures provided by linguistics.3
1. Understanding of Error
To get clear understanding about error, several opinions have been
given by some linguists that should be observed among others. H.
Douglas Brown defines an error as noticeable deviation from the adult
grammar of a native speaker, reflecting the inter-language competence of
learner.4 Dulay stated error as the flawed side of learner speech of
writing.5 It means that there is something wrong in norm of language
performance. Then Klassen defines an error as a form or structure that a
native speaker deems unacceptable because of its inappropriate use.6
From these opinion about errors, it can be concluded that errors are
something that the students do in their learning by using unacceptable
and inappropriate forms of the grammar of the target language and the
competence of a second language.
Errors have played an important role in the study of language
acquisition and in examining a second or a foreign language acquisition.
Errors are also associated with the strategies that people employ to
communicate in a language.
3. Causes of Error
Learning a foreign language is of course different from learning
ones mother tongue. The students that are learning foreign language cam
make errors in foreign language. Errors are sign of learning failure and,
as such, not to be willingly tolerated. So, the teacher must analyze what
kinds of causes of errors that happen to students. According to Corder,
there are three major causes of error, which he labels Transfer Error
(Mother-tongue Interference), Analogical Error (Over-generalization),
Peter Hubbard, et.al., a Training Course for TEFL, (Oxford: Oxford University Press,
1983), p. 134.
8
Jeremy Harmer, the Practice of English Language Teaching 3rdEdition, (Essex: Pearson
Education Limited, 2001), p. 99.
10
He can sings.
We are hope.
It is occurs
It may be the result of the learner reducing his/her linguistic
10
11
11
12
12
actually include
processes of
13
Example:
-* Do you go to Bali last year? Instead of Did you go to Bali last
year?
b. Ignorance of Rule Restrictions
Closely related to the generalization of deviant structures is
failure to observe the restrictions of existing structures, that is, the
application of rules to contexts where they do not apply.
Example:
-* The man who I saw him yesterday is my teacher. Instead of the
man whom I saw yesterday is my teacher.
c. Incomplete Application of Rules
This error is the result of the learners high motivation to
achieve communicative ability. In achieving this, learner sometimes
produces grammatical incorrect sentence.
Example:
-* She go to school every day. Instead of She goes to school every
day.
d. False Concept Hypothesized
This error is the result of the faulty comprehension of distinction
in the foreign language, sometimes this error is because of the poor
gradation of materials of teaching.
Example:
-* He is speaks English. Instead of He speaks English.
From the explanation above, there are some major causes of error
that usually happen to students according to Corder, Brown, and Richard
namely: transfer error (Mother-tongue interference), analogical error
(Over-generalization), and teaching induced error (Error encouraged by
teaching material or method), Interlingual Transfer, Intralingual Transfer,
Context of Learning and Communication Strategies, over-generalization,
ignorance of rule restriction, incomplete application of rules, and false
concept hypothesized.
14
4. Types of Error
There are four classification of students error according to Dulay,
viz.:
linguistic
category taxonomy,
surface
strategy taxonomy,
15
2) Addition
Students
b) Regularization
A rule typically applies to a class of linguistic items, such
as the class of main verbs or the class of nouns. There are
both regular and irregular forms and constructions in
language, learners apply the rules used to produce the regular
ones to those that are irregular, resulting in errors of
regularization. Such as, the verb eat become eated; the noun
sheep is also sheep in the plural, not sheeps.
c) Simple Addition
Errors are grab bag subcategory of additions. If an
addition error isnt a double marking or regularization, it is
called simple addition. There are not particular feature, which
16
16
3) Misformation
Misformation errors are characterized by the use of the wrong
form of the morpheme or structure. While in omission errors the
item is not supplied at all, in misformation errors the student
supplies something, although it is incorrect.
There are three types of misformation namely; regularization
errors, archi-forms, and alternating forms.
a) Regularization Errors
It is that all under misformation category are those in
which a regular marker is used in place of an irregular one.
For example: runned for run or goose for geese.
b) Archi-forms
The selection of one number of a class of forms do
represent others in the class is a common characteristic of all
stages of second language acquisition. We have called the
form selected by the students of an archi-form. For example:
a learner may select one member of the class of personal
pronoun to function for several others in the class. Me
hungry, give me that!
c) Alternating Forms
As the students vocabulary and grammar grow, the use of
archi-forms often gives way to the apparently fairly free
alternation of various members of a class with each other. For
example: those dog.
4) Misordering
17
17
18
Other errors are the errors made by the students native using
their native language structure on their second language
developmental form, such as she do hungry, where do as
verb for presents tense must add s/es for subject she.
d. Communicative Effect Taxonomy
Communicative effect focuses on distinguishing between errors
that seem to cause miscommunication and those that dont. Errors
that affect the overall organization of the sentence hinder successful
communication (global error), while errors that affect a single
element of the sentence usually do not hinder communication (local
error). For example: (global error): English language use many
people. (Local error): Why we like each other?
Meanwhile Touchie stated that Researchers in the field of applied
linguistics usually distinguish between two types of errors: performance
errors and competence errors.18
a. Performance Errors, are those errors made by learners when they
are tired or hurried. Normally, this type of error is not serious and
can be overcome with little effort by the learners.
b. Competence Errors, are more serious than performance errors since
competence errors reflect inadequate learning.
In this connection, it is important to note that researchers distinguish
between mistakes which are lapses in performance and errors which
reflect inadequate competence.
18
Hanna Y. Touchie, Second Language Learning Errors; Their Types, Causes, and
Treatment, (JALT Journal, November 1986) Vol. 8, No. 1, p. 10.
19
19
Theo Van Els et.al., Applied Linguistics and the Learning and Teaching of Foreign
Languages, (Kent: Edward Arnold (Publishers) Ltd., 1984), p. 47.
20
Description and
Error
Error
Explanation
Correction
Classification
I watch television Simple Past Tense The verb watch I
last night.
omission of ed.
watched
last
night.
rupiah.
participle
B. Gerund
1. Understanding of Gerund
Swan defined that gerund is the-ing form of a verb, used like a
noun (for instance as the subject of sentence, or after preposition)20.
20
xvi.
Michael Swan, Practical English Usage (Oxford: Oxford University Press, 1980), p.
21
2. Kinds of Gerund
Wishon and Burks noted that there are two kinds of gerund, they are:
a. Simple Gerund: is gerund that is the-ing form of the verb used as a
noun. Notice that the gerund has the same form as the present participle.
However it functions differently in the sentence. It is always a noun and
can function in any position noun (e.g.: swimming is a good exercise).
b. Gerund Phrase: while a gerund functions as a noun, it also retains some
characteristics of a verb. Although it may have modifiers like a noun
(usually before it), it may also have adverbial modifiers like a verb
(usually after it). If a noun or pronoun precedes a gerund, it must be in
the possessive or adjectival form.
Your singing is beautiful.
Everyone admires Patrices expert dancing.
21
Betty Schramper Azar, Understanding and Using English Grammar (New Jersey:
Prentice Hall, Inc., 1992), p.150.
22
A. J. Thompson and A. V. Martinet, Practical English Grammar, (Kuala Lumpur:
Oxford University Press, 1986), p. 229.
23
Mark Foley and Diane Hall, Longman Advanced Learners Grammar: A Self-study
Reference and Practice Book with Answer. (Essex: Pearson Education Limited.2003), p. 140.
22
3. Forms of Gerund
The gerund is the ing form of the verb used as a noun. Notice that
the gerund has same form as the present participle.
However, it functions differently in the sentence. Gerund is a noun
and can function in any noun position25.
According to Sinclair and Prowse, there are some rules on adding
ing to the verb when forming the gerund26.
a. If the verb ends in e, drop the e before ing
e.g. dance
dancing
seeing
b. If the verbs has no one syllable and ends in a vowel + consonant, put
double consonants before ing.
e.g. put
cut
putting
cutting
saying
pushing
forgetting
4. Uses of Gerund
According to the definition above, here the writer would like to
explain the usages of gerund in the sentence widely.
24
23
27
24
Table 2.2.
List of Verbs Frequently Followed by Gerund by George E. W. & Julia M. B.
1.
admit
2.
appreciate
3.
avoid
4.
consider
5.
continue
6.
defer
7.
delay
8.
deny
9.
detest
10. enjoy
11. escape
12. finish
13. forgive
14. imagine
15. keep/continue
16. mind/dislike
17. miss
18. notice
19. postpone
20. practice
21. quite
22. prevent
23. resent
24. resist
25. risk
26. suggest
27. stop
28. try(experiment)
25
29. understand
admit
2.
advise
3.
anticipate
4.
appreciate
5.
avoid
6.
complete
7.
consider
8.
delay
9.
deny
10. discuss
11. dislike
12. enjoy
13. finish
14. forget
16. keep
17. mention
18. mind
19. miss
20. postpone
21. practice
22. quit
23. recall
24. recollect
30
26
25. recommend
26. regret
27. remember
28. resent
29. resist
30. risk
31. stop
32. suggest
33. tolerate
34. understand
31
27
- like
- hate
- start
- love
- cant stand
- continue
- prefer
- cant bear
Example:
It began to rain (verb + infinitive)
It began raining (verb + gerund)
Theres no difference between began to rain and began raining
b. Verbs + Infinitive or gerund (with a difference in meaning)
- Forget
- Regret
- Remember
- Try
Example:
1) Forget + Gerund: forget something that happened in the past.
Example: I will never forget seeing the Alps for the first time.
Forget + Infinitive: forget to perform responsibility, duty, or task.
Example: Sam often forgets to lock the door.
2) Regret + Gerund: regret something that happened in the past.
Example: I regret lending him some money. He never paid me
back.
Regret + Infinitive: regret to tell, to say, to inform someone of
some bad news.
Example: I regret to tell you that you failed the exam.
32
28
29
30
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The writer used qualitative method in this research because he
presented the data collected in words rather than numbers. The design of this
research is a case study because he only examined a single subject. The writer
came to the school in order to get data. The data that were required are the
information of English teaching learning activity, the book was used in
English teaching learning activity, and the students answer sheets on the use
of gerund which were given by the researcher.
After getting a data, he analyzed it. The analysis involved presenting
data from observation and interview and identifying the error from test. The
errors, that have been collected, were analyzed to determine the types of
errors and to classify the source of errors. The data were described by
following Surface Strategy Taxonomy to explain the way surface structures
are altered whether necessary elements are omitted, unnecessary elements are
added, elements are misformed or misordered.1 Furthermore, the data will be
classified into four categories of source of errors which were adopted from
Jack C. Richard.
The analysis on error types were presented in table. Then, to know the
frequency of occurrence of each error type the writer used descriptive
analysis technique (percentage). Furthermore, to evaluate the error, the writer
also used Comparative Taxonomy to measure the effect of those errors in
alternation of words; whether it is most serious or less serious.
Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p. 150.
30
31
32
Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University
Press, 1994), p. 48.
33
to answer the research questions. Meanwhile, the primary data to answer the
research questions, he used data from the test. Secondly, he analyzed the data.
Next, he described the errors including classifying them into the types of
errors, which were presented it in the tables.
To find out the effectiveness of error analysis of students ability in
learning gerund, the writer used distribution frequency relative or descriptive
analysis technique (percentage) formula. This was adopted from Allan G.
Bluman and described in the table percentage. In the table percentage the
writer used the formula:
f
P (%) =
X 100%
n
P = Percentage
f = Frequency of each error type
n = Sum of the errors3
The next step is, explained the errors. In this step, the writer explained why
errors occured by classifying them into the sources (causes) of errors, which he
adopted from Jack C. Richard, and then he evaluated the errors. To evaluate it, he
used comparative taxonomy to measure the effect of those errors in grammatical
structure and writing aspect. Finally, by looking up the result of the analysis, he
drew some conclusions.
34
CHAPTER IV
RESEARCH FINDING
A. Data Description
1. Result of Test
Gerund is a word derived from a verb and performing the function of
both a verb and a noun. A gerund is used in the same ways as a noun,
namely as a subject or an object.
The table below is the classification of the uses of gerund into tested
areas:
Table 4.1.
Material Display within the English Test Items
No.
Tested Area
Number of Items
Based on the table 4.1. there are four function of gerund, namely
gerund as subject of a sentence, gerund as object of preposition, gerund as
direct object of certain verbs, and gerund as the complement of a sentence.
The test consists of 32 items which are asking about four function of
gerund, they are gerund as subject of a sentence (number items are 1, 5, 9,
13, 17, 21, 25, 29), gerund as object of preposition (number of items are 2,
6, 10, 14, 18, 22, 26, 30), gerund as direct object of certain verbs (number
of items are 3, 7, 11, 15, 19, 23, 27, 31), and gerund as the complement of
a sentence (number of items are 4, 8, 12, 16, 20, 24, 28, 32).
By analyzing the students answer sheet, the writer obtained their score
of test result. There are two students who got 21 correct items, and they are
34
35
student 10 and student 23. The students who got 18 correct items are
student 5 and student 26. Student 17 and student 19 got 16 correct items.
And there are also 4 students who got 15 correct items, they are student 9,
student 11, student 16, and student 22. Students who got 14 correct items
are student 8, student 24, and student 25. Student 7 got 13 correct items.
There are two students who got 12 correct items viz. student 13 and
student 14. Student 1, student 12, student 20, and student 21 got 11 correct
items. Students who got 10 correct items are student 4, student 15, student
18, and student 27. Student 30 got 8 correct items whereas student 3 got 7
correct items. Student 6 and student 29 got 6 correct items meanwhile
student 2 got 5 correct items and student 28 got 4 correct items. (See
Appendix 1 page 54)
2. Result of Observation
The writer has observed the teachers method in teaching gerund and all
activities which happened during classroom activity including students
activity in responding teachers performance. This observation was
conducted on 30th of November 2012 at 15.40-16.30 p.m.
In delivering the material, the teacher used Grammar Translation
Method. Firstly, the students paid more attention in learning this material.
But when the teacher gave more explanation about the forms and rules of
gerund, the students seemed bored. Some of them were talking to their
friends and only a few students were still paying attention to the teachers
explanation.
During the teaching activity, the class was a bit noisy. Then, when the
teacher gave some example of gerund, some students seemed that they still
did not pay attention, so when the teacher gave them exercise orally, they
could not do it. Furthermore, when the teacher gave written exercise, some
students cheated each other.
The writer thought this classroom condition might bring some problems
in teaching learning product which could lead students to do some errors
in their application of gerund.
36
3. Result of Interview
The writer interviewed the teacher and students. The teacher was
interviewed before giving the test to the students. It was conducted at
Friday, 30th of November 2012. The writer asked the teacher about the
method that was usually used in the teaching learning activity. The teacher
usually used Grammar Translation Method, Contextual Teaching
Learning, etc.. Then the writer asked about the English skills that was easy
to be understood by the students, the teacher answered that both Language
Skills and Language Component was difficult to be understood by the
students.
The writer also asked about the gerund which was given to the second
year students of SMK Taman Ilmu Depok. This was aimed to know
whether this material was easy or difficult for them. According to the
teacher, this material was easy to be comprehended, but it depended on
how the teacher delivered this material.
Then the writer asked about the errors that were committed by students
in learning gerund and asked about the difficult level of gerund which
faced by students in learning gerund. According to the teacher, the most
difficult material in learning gerund was the change of word ending. The
teacher often found that the students made an error in applying this form.
The writer also interviewed the students which conducted after they did
the test. The writer only interviewed 15 students from lowest score. It was
conducted on Tuesday, 4th of December 2012. The writer asked the
students some questions about problem in learning gerund which consisted
of thirteen (13) questions. From the students interview, the writer found
that there are 8 students from 15 students say, Saya kesulitan dalam hal
letak penulisan dan penambahan kata ing (I get difficulty in positioning
its word written and adding ing form). It means that they are still
confused how to put and adding the ing form correctly. There are 2
students state, Saya sulit membedakan penggunaan gerund dan infinitive
(I get difficulty in distinguishing the use on infinitive and gerund). From
37
the statement above, it means that the students are still confused in
distinguishing the use of infinitive and gerund. 2 students from 15 students
say, Saya sulit membedakan kegunaan gerund as object of preposition
dan gerund as object of certain verbs (I get difficulty in distinguishing the
use of gerund as object of preposition and gerund as object of certain
verbs). Besides, the other student says, Saya sulit membedakan
penggunaan gerund dan participle dan mencari arti kata (I get difficulty
in distinguishing the use of gerund and participle and seeking word
meaning). From this statement, it means that the students are also still
confused in distinguishing the use of gerund and participle and looking for
word meaning.
B. Data Analysis
1. Description of Errors
After the writer got the students answer sheet, he identified to know
the students errors. (See Appendix 2 page 55, Appendix 3 page 81,
Appendix 4 page 107, and Appendix 5 page 140). Then the writer
recapitulated the errors by counting the percentage of types of errors by
employing the following formula:
f
P (%) =
X 100%
n
38
Table 4.2.
Percentage of Types of Errors
Item
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Sum
%
*)
Frequency of Error
O*)
A*)
M-F*)
0
0
0
0
0
0
14
19
0
0
0
0
20
0
0
0
0
0
0
0
23
0
9
17
0
0
0
0
0
21
0
0
123
20.81%
0
4
4
5
6
0
0
0
0
4
0
0
0
1
2
0
0
5
0
0
0
0
0
0
0
2
6
0
0
0
0
5
44
7.45%
9
21
21
25
2
21
13
9
6
15
22
20
0
20
19
13
3
16
14
19
1
5
21
13
4
13
19
2
22
0
23
13
424
71.74%
Total
Frequency of
Error of Each
Number
Percentage
9
25
25
30
8
21
27
28
6
19
22
20
20
21
21
13
3
21
14
19
24
5
30
30
4
15
25
2
22
21
23
18
591
1.52%
4.23%
4.23%
5.08%
1.35%
3.55%
4.57%
4.74%
1.02%
3.21%
3.72%
3.38%
3.38%
3.55%
3.55%
2.21%
0.51%
3.55%
2.37%
3.21%
4.06%
0.85%
5.08%
5.08%
0.68%
2.54%
4.23%
0.34%
3.72%
3.55%
3.89%
3.05%
100.00%
39
After the writer analyzed some errors, he counted the number of errors
by tabulating and calculating the result of errors. He processed the
calculation of result of the test by changing the result of errors into
percentage and classified it into kinds of uses of gerund.
Item Number
Frequency of Errors
Percentage
1.
9.37%
2.
8.33%
3.
6.25%
4.
13
20
20.83%
5.
17
3.13%
6.
21
24
25%
7.
25
4.17%
8.
29
22
22.92%
96
100%
Sum of Errors
40
Item Number
Frequency of Errors
Percentage
1.
25
16.89%
2.
21
14.19%
3.
10
19
12.84%
4.
14
21
14.19%
5.
18
21
14.19%
6.
22
3.38%
7.
26
15
10.13%
8.
30
21
14.19%
148
100%
Sum of Errors
41
Item Number
Frequency of Errors
Percentage
1.
25
13.37%
2.
27
14.44%
3.
11
22
11.76%
4.
15
21
11.23%
5.
19
14
7.49%
6.
23
30
16.04%
7.
27
25
13.37%
8.
31
23
12.30%
187
100%
Sum of Errors
The table 4.7. above describes that there were 25 students and 25
errors committed in item number 3 with 13.37%, there were 27 students
and 27 errors committed in item number 7 with 14.44%, there were 22
students and 22 errors committed in item number 11 with 11.76%, there
were 21 students and 21 errors committed in item number 15 with
11.23%, there were 14 students and 14 errors committed in item number
19 with 7.49%, there were 30 students and 30 errors committed in item
number 23 with 16.04%, there were 25 students and 25 errors committed
in item number 27 with 13.37%, there were 23 students and 23 errors
committed in item number 31 with 12.30%.
42
Item Number
Frequency of Errors
Percentage
1.
30
18.75%
2.
28
17.50%
3.
12
20
12.50%
4.
16
13
8.13%
5.
20
19
11.87%
6.
24
30
18.75%
7.
28
1.25%
8.
32
18
11.25%
160
100%
Sum of Errors
From the table above, there were 30 students and 30 errors committed
in item number 4 with 18.75%, there were 28 students and 28 errors
committed in item number 8 with 17.50%, there were 20 students and 20
errors committed in item number 12 with 12.50%, there were 13 students
and 13 errors committed in item number 16 with 8.13%, there were 19
students and 19 errors committed in item number 20 with 11.87%, there
were 30 students and 30 errors committed in item number 24 with
18.75%, there were 2 students and 2 errors committed in item number 28
with 1.25%, there were 18 students and 18 errors committed in item
number 32 with 11.25%.
Every students was given 32 item numbers of test consists of gerund.
It means there are 960 sentences collected from 30 students.
From the total sentences acquired by giving the students tests focused
on gerund, the writer collected 591 errors. Based on the error
occurrences, the writer classified the errors that occurred into some
categories as follow:
43
a. Omission
Omission error occurs when the learner omitted a necessary
element of word. There are 123 occurrence or 20.81% of all errors
occurring in the students answer sheets. Omission errors fell both in the
substance and in the grammar level. Most students committed errors by
omitting a letter which must exist within a morpheme. For examples:
Suggested correction
b. Addition
Addition errors occur when the students presented an unnecessary
element to their sentences. In this research, the writer found 44
occurrence or 7.45% of all errors occurring in the students answer
sheets. In this research, the writer found that the most cause of doing
addition errors is adding ing with words that ended by e letter
without removing it where learner failed to delete certain item which is
needed in some linguistics item but not for others. For examples:
44
Suggested correction
What makes Jessy scared is closing all windows alone in the night.
From the example above, the students failed to omit certain item
which should not exist in their sentence. Some students failed to delete
e letter after adding ing form in the sentence.
c. Misformation
Misformation is the dominant type of errors which found in this
research. There are 424 occurrence or 71.74% of whole errors occurring
in students answer sheets. Misformation error occurred when the
students chose the wrong form of structure of morpheme and word,
such as the following examples:
*I wouldnt miss to see that lovely film for the world. (Committed
by students 2, 3, 4, 7)
45
Suggested correction
1. Explanation of Errors
In this part, the writer would like to explain the error by finding out the
cause or the sources of error. Here are the main sources of errors are
considered in this analysis; they are over-generalization, ignorance of rule
restrictions, and incomplete application of rules.
a. Over-generalization
Over-generalization generally involves the creation of one deviant
structure in place of two regular structures. It may be the result of the
learner reducing his/her linguistic burden.
Over-generalization is one of the common causes of language error
in this research. For example:
applying and adding the -ing form without deleting the e letter in
the end of the word. It should be organizing and faking.
46
about
the
-ing
form
or
gerund.
It
should
be
47
vowel followed by one consonant and the last syllable of a longer verb
is stressed, it must be double final consonant before adding-ing. It
should be swimming, running, jogging, and forgetting.
2. Evaluation of Errors
To sum up the procedure of Error Analysis, the writer would like to
evaluate error gravity based on the sources of error.
This research is to know the error which student made in using gerund.
Besides, by doing this research, it can measure the students ability in
understanding grammatical structures. Even though grammatical structure
is not really important in communication, but it will be used when the
students make some kind of writing.
Interlingual error can be a serious problem since it is the influence of
mother tongue. Therefore, students should be able to understand the
different sentence both in two languages.
Over-generalization will be a serious problem if they cannot recognize
gerund form and its uses. They also have to understand the way to make ing form correctly so they will not commit error in this area. Ignoring the
rule of misformation of -ing form should be considered as a crucial thing
because it will commit error in the word form. Omitting element or
morpheme in word could also be a serious problem. Therefore, in case of
incomplete application rule (omitting consonant) the students have to
understand the rule of -ing because different word has different rule.
C. Data Interpretation
This step is to interpret the findings based on the analyzed data. The
following table below showed the percentage of error in learning gerund.
48
Table 4.7.
Percentage of Error in Using Gerund
No.
Uses of Gerund
Frequency Percentage
of Error
1.
96
16.25%
2.
148
25.04%
3.
187
31.64%
4.
160
27.07%
591
100%
Based on the table of students errors in using gerund, it can be stated that
total errors of gerund as subject of a sentence are 96, on percentage 16.25%.
Total errors of gerund as object of preposition are 148, on percentage 25.04%.
Total errors of gerund as direct object of certain verbs are 187, on percentage
31.64%. Total errors of gerund as the complement of a sentence are 160, on
percentage 27.07%.
Then the writer formulated the sequence of gerund area on its high
frequency of errors.
Table 4.8.
The Sequence of Gerund Tested Area Based on Its High
Frequency of Errors
No.
Uses of Gerund
Frequency Percentage
of Error
1.
187
31.64%
2.
160
27.07%
3.
148
25.04%
4.
96
16.25%
According to the data above, it showed that most of students made errors
on gerund as direct object of certain verbs with frequency of error 31.64%. The
49
Types of Errors
Frequency of Errors
Percentage
1.
Misformation
424
71.74%
2.
Omission
123
20.81%
3.
Addition
44
7.45%
591
100%
It is clearly shown from the table that 591 errors found from 960
sentences collected from 30 students in using gerund. Those 591 errors are
classified into three types of errors; omission, addition, misformation.
From 591 errors, 424 of them are misformation, which means the students
have problem in choosing the correct items or words in the right places.
This types of errors contributed 71.74% to whole errors. The second place
is omission which reaches 123 errors. The students have problems in
inserting items that should appear in sentences. This type contributed
20.81% to whole scores. The last position placed by addition is the least
frequent. Only 44 errors in this case. This type contributed 7.45% which
shows that the students have problems in inserting items that should not
appear in sentences.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis in the previous chapter, it showed that the
uncontrolled classroom activity could influence students in making errors in
using gerund. From the students interview, the writer found that most of
students faced difficulty how to put and add the ing form correctly, in
distinguishing the use of infinitive and gerund, in determining the use of
gerund as object of preposition and gerund as object of certain verbs, and in
differentiating between the use of gerund and participle. These errors
occurred because they did not pay fully attention to teachers explanation and
also because they did not understand in teachers explanation.
Furthermore, the result of error analysis showed that most of students
made errors on gerund as direct object of certain verbs with frequency of
error 31.64%. The second is gerund as the complement of a sentence with
frequency of error 27.07%. The third is gerund as object of preposition with
frequency of error 25.04%. And the last is gerund as subject of a sentence
with frequency of error 16.25%.
The students also committed the errors in three categories; they are
omission, addition, and misformation. From 591 totals of errors, there are 123
errors or 20.81% fell into omission categories and 44 errors or 7.45% fell into
addition categories. Then, 424 errors or 71.74% fell into misformation
categories. Therefore, it can be concluded that the highest percentage of
errors produced by students is misformation errors.
Furthermore, he identified some sources of errors which influence
students to commit those errors; they are over-generalization, ignorance of
rule restrictions, and incomplete application of rules. From those causes of
errors, the writer considered that the errors which were caused by ignorance
50
51
B. Suggestion
Based on the conclusion above, the writer gives some suggestion as
follows:
1. It is expected that the teacher can give more attention in teaching gerund.
2. English teacher should choose the best method to teach grammar,
especially in the uses of gerund.
3. It is hoped that teachers should present gerund in a clearly way, so that
students understand it easily.
4. It is necessary for teachers to give more exercise of the uses of gerund to
students.
5. Teachers have to motivate students to be more relaxed in learning English
and tell them that English is easy and not to be afraid to make mistakes.
6. Teachers can use many sources of English book that is related to the
teaching English grammar, especially about gerund.
52
BIBLIOGRAPHY
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Prentice Hall, Inc., 1992.
Bluman, Allan G.. Elementary Statistics: A Step by Step Approach, 5th edition,
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Brown, H. Douglas. Principles of Language Learning and Teaching. New Jersey:
Prentice Hall, Inc., 1980.
Crystal, David. the Cambridge Encyclopedia of Language. New York: Cambridge
University Press, 1987.
Dulay, Heidi, et.al.. Language Two. New York: Oxford University Press, Inc.,
1982.
Ellis, Rod. The Study of Second Language Acquisition. Oxford: Oxford University
Press, 1994.
Education.com.
Error
Analysis
(Language),
http://www.education.com/definition/error-analysis-language/,
3rd
of
October 2012.
Els, Theo Van et.al.. Applied Linguistic and Learning and Teaching of Foreign
Languages. Kent: Edward Arnold (Publishers) Ltd., 1984.
Harmer, Jeremy. The Practice of English Language Teaching 3rd Edition. Essex:
Pearson Education Limited, 2001.
Hubbard, Peter, et.al.. A Training Course for TEFL. Oxford: Oxford University
Press, 1983.
Klassen, Johanna. Using Student Error for Teaching. (English Teaching Forum,
January 1991) Vol. 29, No. 1, p. 10.
Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk
Sekolah Menengah Atas dan Madrasah Aliyah.
Nuttal, Christine. Teaching Reading Skills in a Foreign Language, Oxford:
Heinemann, 1982.
Richard, Jack C.. Error Analysis: Perspectives on Second Language Acquisition.
London: Longman Group Ltd., 1980.
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Sinclair, Barbara and Philip Prowse. A Short Course for Adult, Activate Your
English. Cambridge: Cambrige University Press, 1996.
Swan, Michael. Practical English Usage. Oxford: Oxford University Press, 1980.
Thompson, A. J. and A. V. Martinet. Practical English Grammar. New York:
Oxford University Press, 1986.
Thornbury, Scott. How to Teach Grammar. Essex: Pearson Education Limited,
1999.
Touchie, Hanna Y.. Second Language Learning Errors; Their Types, Causes, and
Treatment. (JALT Journal, January 1986) Vol. 8, No. 1, p. 10.
Ur, Penny. Grammar Practice Activities; A Practical Guide for Teachers.
Cambridge: Cambridge University Press, 1988.
Wishon, George E. and Julia M. Burks. Lets Write English, Revised Edition, New
York: Litton Educational Publishing Inc., 1980.
54
Appendix 1
Students Score of Test Result
No.
Student
Scores
No.
Student
Scores
1.
Student 1
11
16.
Student 16
15
2.
Student 2
17.
Student 17
16
3.
Student 3
18.
Student 18
10
4.
Student 4
10
19.
Student 19
16
5.
Student 5
18
20.
Student 20
11
6.
Student 6
21.
Student 21
11
7.
Student 7
13
22.
Student 22
15
8.
Student 8
14
23.
Student 23
21
9.
Student 9
15
24.
Student 24
14
10.
Student 10
21
25.
Student 25
14
11.
Student 11
15
26.
Student 26
18
12.
Student 12
11
27.
Student 27
10
13.
Student 13
12
28.
Student 28
14.
Student 14
12
29.
Student 29
15.
Student 15
10
30.
Student 30
Average Score
12.3
Highest Score
21
Lowest Score
4
Adapted from students test score
55
Appendix 2
The Identification of Students Errors in Learning Gerund as Subject of a
Sentence
*S = Student
Item
No.
*S
No.
Identification
of Error
Error
Classification
Explanation
Correction
S1
Selles a drug is
illegal.
Misformation.
The word
selles in
V1 should be
selling in
V-ing.
Selling a drug
is illegal.
S2
Selles a drug is
illegal.
Misformation.
The word
selles in
V1 should be
selling in
V-ing.
Selling a drug
is illegal.
S3
Selles a drug is
illegal.
Misformation.
The word
selles in
V1 should be
selling in
V-ing.
Selling a drug
is illegal.
S4
Selles a drug is
illegal.
Misformation.
The word
selles in
V1 should be
selling in
V-ing.
Selling a drug
is illegal.
S5
Sells a drug is
illegal.
Misformation.
The word
sells in V1
should be
selling in
V-ing.
Selling a drug
is illegal.
S6
Sells a drug is
illegal.
Misformation.
The word
sells in V1
should be
selling in
V-ing.
Selling a drug
is illegal.
S7
Sells a drug is
illegal.
Misformation.
The word
sells in V1
Selling a drug
is illegal.
56
should be
selling in
V-ing.
S8
S9
S 10
S 11
S 12
S 13
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21
S 22
S 23
S 24
S 25
S 26
S 27
S 28
S 29
Selles a drug is
illegal.
Misformation.
The word
selles in
V1 should be
selling in
V-ing.
Selling a drug
is illegal.
S 30
Sells a drug is
illegal.
Misformation.
The word
sells in V1
should be
Selling a drug
is illegal.
57
selling in
V-ing.
5
S1
S2
The
word Smoking costs
smokes in a
lot
of
V1 should be money.
smoking in
V-ing.
S3
S4
S5
S6
Smokeing
Addition.
costs a lot of
money.
The
word Smoking costs
smokeing
a
lot
of
in V1 should money.
be
smoking.
Remove the
letter e in
the end of the
word and add
ing.
S7
S8
S9
S 10
S 11
S 12
S 13
S 14
S 15
Smokeing
Addition.
costs a lot of
money.
The
word Smoking costs
smokeing
a
lot
of
in V1 should money.
be
smoking.
Remove the
letter e in
the end of the
58
S 17
S 18
S 19
S 20
Smokeing
Addition.
costs a lot of
money.
Smokeing
Addition.
costs a lot of
money.
The
word Smoking costs
smokeing
a
lot
of
in V1 should money.
be
smoking.
Remove the
letter e in
the end of the
word and add
ing
-
The
word Smoking costs
smokeing
a
lot
of
in V1 should money.
be
smoking.
Remove the
letter e in
the end of the
word and add
ing
S 21
S 22
S 23
S 24
S 25
Smokeing
Addition.
costs a lot of
money.
The
word Smoking costs
smokeing
a
lot
of
in V1 should money.
be
smoking.
Remove the
letter e in
the end of the
word and add
ing
-
59
S 26
S 27
S 28
Smokeing
Addition.
costs a lot of
money.
The
word Smoking costs
smokeing
a
lot
of
in V1 should money.
be
smoking.
Remove the
letter e in
the end of the
word and add
ing
S 29
The
word Smoking costs
smokes in a
lot
of
V1 should be money.
smoking in
V-ing
S 30
9
S1
S2
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S3
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S4
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S5
The
word
travels in
V1 should be
traveling/tra
Traveling/trav
elling might
satisfy
your
desire for new
60
S6
experiences.
velling in V- experiences.
ing.
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S7
S8
S9
S 10
S 11
S 12
S 13
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21
S 22
S 23
S 24
S 25
S 26
S 27
S 28
S 29
61
13
S 30
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S1
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S2
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S3
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
Swimming in
the winter can
boost
your
immune
system.
62
stressed.
S4
S5
S6
S7
S8
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
63
S9
S 10
S 11
S 12
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
Swimming in
the winter can
boost
your
immune
system.
S 13
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
S 14
The
word Swimming in
swiming in the winter can
64
boost
immune
system.
your
V1 should be boost
your
swimming. immune
Use double system.
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
S 15
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S 16
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
The
word
swiming in
V1 should be
swimming.
Use double
consonant
Swimming in
the winter can
boost
your
immune
system.
S 17
S 18
65
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
S 19
S 20
S 21
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S 22
S 23
S 24
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S 25
The
word
swiming in
V1 should be
swimming.
Use double
Swimming in
the winter can
boost
your
immune
66
system.
S 26
consonant
system.
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
-
S 27
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S 28
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S 29
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
Swimming in
the winter can
boost
your
immune
system.
67
consonant,
and
the
syllable
is
stressed.
17
S 30
The
word
swiming in
V1 should be
swimming.
Use double
consonant
m if there
is one vowel
and
one
consonant,
and
the
syllable
is
stressed.
Swimming in
the winter can
boost
your
immune
system.
S1
Listenes
to Misformation.
rock
songs
sometimes
tires me out.
The
word
listenes in
V1 should be
listening in
V-ing
Listening to
rock
songs
sometimes
tires me out.
S2
S3
S4
S5
The
word
listenes in
V1 should be
listening in
V-ing
Listening to
rock
songs
sometimes
tires me out.
S6
Listenes
to Misformation.
rock
songs
sometimes
tires me out.
S7
S8
S9
S 10
S 11
S 12
68
S 13
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21
S 22
S 23
S 24
S 25
The
word
listens in
V1 should be
listening in
V-ing
Listening to
rock
songs
sometimes
tires me out.
S 26
21
S 27
S 28
S 29
S 30
S1
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
Shopping
abroad
Cindys
hobby.
in
is
69
stressed.
S2
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S3
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S4
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S5
S6
Shoping
abroad
in Omission.
is
The
word Shopping
shoping in abroad
in
is
70
Cindys hobby.
S7
V1 should be Cindys
shopping.
hobby.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
-
S8
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S9
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 10
S 11
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word Shopping
shoping in abroad
V1 should be Cindys
shopping.
in
is
71
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 13
To shop in Misformation.
abroad
is
Cindys hobby.
The word to
shop in V1
(to infinitive)
should
be
shopping.
Shopping
abroad
Cindys
hobby.
in
is
S 14
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 15
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word Shopping
shoping in abroad
V1 should be Cindys
shopping.
in
is
72
S 17
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
-
Shopping
abroad
Cindys
hobby.
in
is
S 18
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 19
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
Shopping
abroad
Cindys
hobby.
in
is
73
and
one
consonant,
and
the
syllable
is
stressed.
S 20
S 21
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
-
Shopping
abroad
Cindys
hobby.
in
is
S 22
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 23
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
Shopping
abroad
Cindys
hobby.
in
is
74
stressed.
S 24
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 25
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 26
Omission.
S 27
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 28
Shoping
abroad
The
word Shopping
shoping in abroad
in
is
in Omission.
is
75
25
Cindys hobby.
V1 should be Cindys
shopping.
hobby.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
S 29
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S 30
Shoping
in Omission.
abroad
is
Cindys hobby.
The
word
shoping in
V1 should be
shopping.
Use double
consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
Shopping
abroad
Cindys
hobby.
in
is
S1
S2
The word
speaks in
V1 should be
speaking in
V-ing
Speaking in
the public
always makes
him
embarrassed.
76
S3
S4
S5
The word
speaks in
V1 should be
speaking in
V-ing
Speaking in
the public
always makes
him
embarrassed.
S6
S7
S8
S9
S 10
S 11
The word to
speak in V1
(to infinitive)
should be
speaking in
V-ing
Speaking in
the public
always makes
him
embarrassed.
S 12
S 13
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21
S 22
S 23
S 24
S 25
77
S 26
S 27
The word
speakes in
V1 should be
speaking in
V-ing
Speaking in
the public
always makes
him
embarrassed.
S 28
29
S 29
S 30
S1
The word
avoides in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S2
The word
avoids in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S3
The word
avoides in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
The word
avoids in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S4
S5
S6
S7
The word
avoides in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S8
78
S9
S 10
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 11
S 12
S 13
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 14
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 15
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 16
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 17
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 18
The word to
avoid in V1
Avoiding
is
not the right
79
solving.
(to infinitive)
should be
avoiding in
V-ing
solving.
S 19
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 20
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 21
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 22
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 23
S 24
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 25
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
80
S 26
S 27
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 28
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 29
The word
avoids in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 30
The word
avoids in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
81
Appendix 3
The Identification of Students Errors in Learning Gerund as Object of
Preposition
*S = Student
Item
No.
*S
No.
Identification
of Error
S1
Error
Classification
Explanation
Correction
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S2
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S3
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S4
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S5
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
S6
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S7
The word
She gets full
rehabilitates in credit
for
82
rehabilitates
the
neighborhood.
V1 should be
rehabilitating
in V-ing
rehabilitating
the
neighborhood.
S8
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S9
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S 10
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
The
word
rehabilitateing
in V1 should be
rehabilitating.
Remove
the
letter e in the
end of the word
and add ing
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
The word to
rehabilitate in
V1 should be
rehabilitating
83
neighborhood.
S 16
in V-ing
-
neighborhood.
-
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
The
word
rehabilitateing
in V1 should be
rehabilitating.
Remove
the
letter e in the
end of the word
and add ing
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
S 23
S 24
The
word She gets full
rehabilitateing credit
for
in V1 should be rehabilitating
84
rehabilitating. the
Remove
the neighborhood.
letter e in the
end of the word
and add ing
the
neighborhood.
S 26
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
The
word
rehabilitateing
in V1 should be
rehabilitating.
Remove
the
letter e in the
end of the word
and add ing
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
S1
S2
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S3
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
85
S4
S5
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
-
Alexander
dreams of
being a
popstar.
S6
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S7
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S8
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S9
Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 10
S 11 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 12 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in V-
Alexander
dreams of
being a
86
ing
popstar.
S 13
S 14
S 15 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 16 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 17 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 18 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 19 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 20 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 21 Alexander
Misformation.
dreams of to
The word to
be in V1/to
Alexander
dreams of
87
be a popstar.
S 22 Alexander
Misformation.
dreams of to
be a popstar.
S 23
S 24 Alexander
Misformation.
dreams of to
be a popstar.
10
infinitive should
be being in Ving
being a
popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 25
S 26
S 27
S 28 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 29 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S 30 Alexander
Misformation.
dreams of to
be a popstar.
The word to
be in V1/to
infinitive should
be being in Ving
Alexander
dreams of
being a
popstar.
S1
The word
fakes in V1
should be
faking in V-
88
avoid work.
ing
work.
S2
The word
fakes in V1
should be
faking in Ving
S3
The word
fakes in V1
should be
faking in Ving
S4
S5
S6
The word
fakes in V1
should be
faking in Ving
S7
The word
fakes in V1
should be
faking in Ving
S8
S9
S 10
The word to
fake in V1/to
infinitive should
be faking in
V-ing
The word to
fake in V1/to
infinitive should
be faking in
V-ing
The
word You might get
fakeing in V1 in trouble for
should
be faking
an
89
faking.
illness to avoid
Remove
the work.
letter e in the
end of the word
and add ing
illness
to
avoid work.
The word to
fake in V1/to
infinitive should
be faking in
V-ing
The
word
fakeing in V1
should
be
faking.
Remove
the
letter e in the
end of the word
and add ing
S 16
S 17
The word to
fake in V1/to
infinitive should
be faking in
V-ing
-
The
word
fakeing in V1
should
be
faking.
Remove
the
letter e in the
end of the word
and add ing
The word
fakes in V1
should be
faking in Ving
S 22
90
S 23
The word to
fake in V1/to
infinitive should
be faking in
V-ing
The
word
fakeing in V1
should
be
faking.
Remove
the
letter e in the
end of the word
and add ing
S 26
14
The word
fakes in V1
should be
faking in Ving
The word
fakes in V1
should be
faking in Ving
The word
fakes in V1
should be
faking in Ving
The word
fakes in V1
should be
faking in Ving
S1
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
He
interested
makes
friends.
is Misformation.
in
is
in
91
S2
He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S3
He
is Misformation.
interested in
to
makes
friends.
The word to
makes in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S4
He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S5
He
interested
makes
friends.
is Misformation.
in
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S6
He
interested
makes
friends.
is Misformation.
in
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S7
He
interested
makes
friends.
is Misformation.
in
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S8
He
interested
makes
friends.
is Misformation.
in
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S9
S 10
S 11
S 12 He
interested
is Misformation.
in
The word to
make in V1/to
He
interested
is
in
92
to
make
friends.
infinitive should
be making in
V-ing
making
friends.
S 13 He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S 14 He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S 15 He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S 16
S 17
S 18 He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S 19 He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S 20 He
interested
makeing
friends.
is Addition.
in
The
word
makeing in V1
should
be
making.
Remove
the
letter e in the
end of the word
and add ing
He
interested
making
friends.
is
in
S 21 He
interested
maked
is Misformation.
in
The word
maked in V2
should be
He
interested
making
is
in
93
making in Ving
friends.
S 22
S 23
S 24
S 25 He
is Misformation.
interested in
to
make
friends.
S 26
18
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
-
He
interested
making
friends.
is
in
S 27 He
interested
makes
friends.
is Misformation.
in
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S 28 He
interested
makes
friends.
is Misformation.
in
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S 29 He
is Misformation.
interested in
to
make
friends.
The word to
make in V1/to
infinitive should
be making in
V-ing
He
interested
making
friends.
is
in
S 30 He
interested
makes
friends.
The word
makes in V1
should be
making in Ving
He
interested
making
friends.
is
in
S1
is Misformation.
in
S2
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
S3
The word
saves in V1
It has been a
good way of
94
S4
S5
S6
saves money.
should be
saving in Ving
saving money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
The
word It has been a
saveing in V1 good way of
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing
S7
S8
S9
S 10
S 11
The word to
save in V1/to
infinitive should
be saving in
V-ing
The
word It has been a
saveing in V1 good way of
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing
The word to
save in V1/to
infinitive should
be saving in
It has been a
good way of
saving money.
It has been a
good way of
saving money.
95
V-ing
S 15 It has been a Addition.
good way of
saveing
money.
The
word It has been a
saveing in V1 good way of
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.
S 19
The word to
save in V1/to
infinitive should
be saving in
V-ing
The
word It has been a
saveing in V1 good way of
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing
The word to
save in V1/to
infinitive should
It has been a
good way of
saving money.
It has been a
good way of
saving money.
96
be saving in
V-ing
money.
S 23 It has been a Misformation.
good way of
to
save
money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
The
word It has been a
saveing in V1 good way of
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing
The word to
save in V1/to
infinitive should
be saving in
V-ing
S 26
It has been a
good way of
saving money.
It has been a
good way of
saving money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
97
22
S1
We insist on Misformation.
cooks
the
dinner
ourselves.
The
word
cooks in V1
should
be
cooking in Ving
We insist on
cooking
the
dinner
ourselves.
S2
S3
S4
S5
S6
S7
S8
S9
S 10
S 11
S 12 We insist on Misformation.
to cook the
dinner
ourselves.
The word to
cook in V1/to
infinitive should
be cooking in
V-ing
We insist on
cooking
the
dinner
ourselves.
S 13 We insist on Misformation.
to cook the
dinner
ourselves.
The word to
cook in V1/to
infinitive should
be cooking in
V-ing
We insist on
cooking
the
dinner
ourselves.
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21 We insist on Misformation.
cookes
the
The
word We insist on
cookes in V1 cooking
the
98
dinner
ourselves.
should
be dinner
cooking in V- ourselves.
ing
S 22
S 23
S 24
S 25
S 26
S 27
S 28 We insist on Misformation.
cookes
the
dinner
ourselves.
26
The
word
cookes in V1
should
be
cooking in Ving
We insist on
cooking
the
dinner
ourselves.
S 29
S 30
S1
The
word Sue in charge
organizes in of organizing
V1 should be the meeting.
organizing in
V-ing
S2
The
word Sue in charge
organizes in of organizing
V1 should be the meeting.
organizing in
V-ing
S3
S4
The
word Sue in charge
organizes in of organizing
V1 should be the meeting.
organizing in
V-ing
S5
S6
S7
99
S8
S9
S 10
S 12
S 16
100
V-ing
S 19
S 20
S 22
S 24
S 26
The
word Sue in charge
organizeing in of organizing
V1 should be the meeting.
organizing.
Remove
the
letter e in the
end of the word
and add ing
-
The
word Sue in charge
organizeing in of organizing
V1 should be the meeting.
organizing.
Remove
the
letter e in the
end of the word
101
S 30
30
The
word Sue in charge
organizes in of organizing
V1 should be the meeting.
organizing in
V-ing
-
S1
Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S2
Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S3
Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S4
Im used to Omission.
joging in the
The
word Im used to
joging in V1 jogging in the
102
morning.
S5
S6
S7
S8
S9
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
-
Im used to Omission.
joging in the
morning.
Im used to Omission.
joging in the
morning.
S 10 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
-
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
-
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
103
consonant and
the syllable is
stressed.
S 11
S 12 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 13 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 14 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 15 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
104
there is one
vowel and one
consonant and
the syllable is
stressed.
S 16 Im used to Omission.
joging in the
morning.
S 17
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
-
S 18 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 19 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 20 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
105
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 21
S 22
S 23
S 24 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 25 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 26
S 27 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
106
the syllable is
stressed.
S 28 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 29 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 30 Im used to Omission.
joging in the
morning.
The
word Im used to
joging in V1 jogging in the
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
107
Appendix 4
The Identification of Students Errors in Learning Gerund as Direct Object
of Certain Verbs
*S = Student
Item
No.
*S
No.
Identification
of Error
Error
Classification
Explanation
Correction
S1
I regret having
told you that
you were too
weak to pass
the exam.
S2
I regret having
told you that
you were too
weak to pass
the exam.
S3
I regret having
told you that
you were too
weak to pass
the exam.
S4
I regret having
told you that
you were too
weak to pass
the exam.
S5
I regret having
told you that
you were too
weak to pass
the exam.
S6
I regret having
told you that
you were too
weak to pass
the exam.
S7
108
should
be you were too
having in V- weak to pass
ing
the exam.
S8
I regret having
told you that
you were too
weak to pass
the exam.
S9
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
The
word
haveing in
V1 should be
having.
Remove the
letter e in
the end of the
word and add
ing.
109
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
S 19
The
word
haveing in
V1 should be
having.
Remove the
letter e in
the end of the
word and add
ing.
-
I regret having
told you that
you were too
weak to pass
the exam.
110
should
be you were too
having in V- weak to pass
ing.
the exam.
S 22
S 23
The
word
haveing in
V1 should be
having.
Remove the
letter e in
the end of the
word and add
ing.
I regret having
told you that
you were too
weak to pass
the exam.
The
word
haveing in
V1 should be
having.
Remove the
letter e in
the end of the
word and add
ing.
I regret having
told you that
you were too
weak to pass
the exam.
S 26
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
I regret having
told you that
you were too
weak to pass
the exam.
S 30
111
S1
S2
S3
S4
S5
S6
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
-
112
V-ing.
S7
S8
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
S9
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
113
the syllable is
stressed.
S 12 We went to run Misformation. The word to We
went
in the morning.
run in V1/to running in the
infinitive
morning.
should
be
running in
V-ing.
S 13 We went runing Omission.
in the morning.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
114
S 19
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
115
in the morning.
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
116
stressed.
S 28 We went runing Omission.
in the morning.
The
word We
went
runing
in running in the
V1 should be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
S1
S2
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S3
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S4
I
wouldnt
miss
seeing
that
lovely
film for the
world.
117
S5
S6
S7
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S8
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S9
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S 13
S 14
118
S 15
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
119
seeing in V- world.
ing.
the world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
-
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
120
15
S1
S2
S3
He
denied Misformation. The
word He
denied
etaring the car.
etaring
in taking the car.
V1 should be
taking in Ving.
S4
S5
S6
S7
He denied
take the car.
S8
121
S9
S 10 He denied
take the car.
S 11
S 12
S 13 He denied
take the car.
S 14 He
denied Misformation. The
word He
denied
takking the car.
takking in taking the car.
V1 should be
taking in Ving.
S 15 He denied
take the car.
S 16 He denied
take the car.
S 17 He denied
take the car.
S 18 He
denied Addition.
takeing the car.
The
word He
denied
takeing in taking the car.
V1 should be
122
taking.
Remove the
letter e in
the end of the
word and add
ing
S 19 He denied
take the car.
S 20 He
denied Addition.
takeing the car.
The
word He
denied
takeing in taking the car.
V1 should be
taking.
Remove the
letter e in
the end of the
word and add
ing
S 23
S 24
S 25
S 26 He denied
take the car.
123
taking in Ving.
S 28 He denied takes Misformation. The
word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
S 29 He denied takes Misformation. The
word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
S 30 He denied takes Misformation. The
word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
19
S1
S2
S3
John
and
Susan finished
working
on
their job at 5
oclock.
S4
S5
S6
John
and
Susan finished
working
on
their job at 5
oclock.
S7
124
oclock.
S8
S9
infinitive
their job at 5
should
be oclock.
working in
V-ing.
-
John
and
Susan finished
working
on
their job at 5
oclock.
John
and
Susan finished
working
on
their job at 5
oclock.
S 11
John
and
Susan finished
working
on
their job at 5
oclock.
John
and
Susan finished
working
on
their job at 5
oclock.
S 14
S 15
S 16
S 17
S 18
S 19
125
S 20
John
and
Susan finished
working
on
their job at 5
oclock.
-
John
and
Susan finished
working
on
their job at 5
oclock.
John
and
Susan finished
working
on
their job at 5
oclock.
S 25
John
and
Susan finished
working
on
their job at 5
oclock.
John
and
Susan finished
working
on
their job at 5
oclock.
John
and
Susan finished
working
on
their job at 5
oclock.
126
S 29
John
and
Susan finished
working
on
their job at 5
oclock.
S1
She
denied Misformation. The
word She
denied
commites
the
commites in committing the
crime.
V1 should be crime.
committing
in V-ing.
S2
She
denied Omission.
commiting the
crime.
S3
She
denied Misformation. The
word She
denied
commitis
the
commitis in committing the
crime.
V1 should be crime.
committing
in V-ing.
S4
She
denied Misformation. The
word She
denied
commits
the
commits in committing the
crime.
V1 should be crime.
committing
in V-ing.
S5
She
denied Misformation. The
word She
denied
commits
the
commits in committing the
crime.
V1 should be crime.
committing
in V-ing.
S6
She
denied Misformation. The
word She
denied
commits
the
commits in committing the
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
127
crime.
V1 should be crime.
committing
in V-ing.
S7
S8
She
denied Misformation. The
word She
denied
commites
the
commites in committing the
crime.
V1 should be crime.
committing
in V-ing.
S9
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
S 12 She
denied Omission.
commiting the
crime.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
128
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
S 13 She
denied Omission.
commiting the
crime.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
S 14 She
denied Omission.
commiting the
crime.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
129
crime.
V1 should be crime.
committing
in V-ing.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
130
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
S 23 She denied to Misformation. The word to She
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 24 She denied to Misformation. The word to She
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 25 She denied to Misformation. The word to She
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 26 She denied to Misformation. The word to She
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 27 She denied to Misformation. The word to She
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 28 She
denied Omission.
commiting the
crime.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
131
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
S 29 She
denied Omission.
commiting the
crime.
The
word She
denied
commiting
committing the
in V1 should crime.
be
committing
in
V-ing.
Double
consonant t
if there is one
vowel and one
consonant,
and
the
syllable
is
stressed.
S 30 She
denied Misformation. The
word She
denied
commits
the
commits in committing the
crime.
V1 should be crime.
committing
in V-ing.
27
S1
S2
S3
S4
132
tomorrow.
V1/to
infinitive
should
leaving
V-ing.
tomorrow.
be
in
S5
S6
S7
S8
S9
133
leaving
V-ing.
S 12
in
-
The
word Lets postpone
leaveing in leaving until
V1 should be tomorrow.
leaving.
Remove the
letter e in
the end of the
word and add
ing
The
word Lets postpone
leaveing in leaving until
V1 should be tomorrow.
leaving.
Remove the
letter e in
the end of the
word and add
ing
134
The
word Lets postpone
leaveing in leaving until
V1 should be tomorrow.
leaving.
Remove the
letter e in
the end of the
word and add
ing
S 19
S 20
S 23
The
word Lets postpone
leaveing in leaving until
V1 should be tomorrow.
leaving.
Remove the
letter e in
the end of the
word and add
ing
-
The
word Lets postpone
leaveing in leaving until
V1 should be tomorrow.
leaving.
Remove the
letter e in
the end of the
word and add
ing
The
word Lets postpone
leaveing in leaving until
V1 should be tomorrow.
leaving.
Remove the
135
letter e in
the end of the
word and add
ing
S 26 Lets postpone Misformation. The word to Lets postpone
to leave until
leave
in leaving until
tomorrow.
V1/to
tomorrow.
infinitive
should
be
leaving in
V-ing.
S 27 Lets postpone Misformation. The
word Lets postpone
leaves
until
leaves in V1 leaving until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S 28 Lets postpone Misformation. The
word Lets postpone
leaves
until
leaves in V1 leaving until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S 29 Lets postpone Misformation. The
word Lets postpone
leaves
until
leaves in V1 leaving until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
31
S 30
S1
S2
She
recommended
to see the show.
S3
S4
She
recommended
to see the show.
She
recommended
seeing
the
show.
She
recommended
seeing
the
show.
136
ing.
S5
S6
S7
She
recommended
to see the show.
She
recommended
seeing
the
show.
S8
She
recommended
to see the show.
She
recommended
seeing
the
show.
S9
She
recommended
to see the show.
She
recommended
seeing
the
show.
S 10 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 11 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 12 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 13
137
S 14 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 15 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 16 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 17 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 18 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 19 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 20 She
recommended
to see the show.
She
recommended
seeing
the
show.
138
S 21 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 22 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 23 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 24
S 25
S 26 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 27 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 28 She
recommended
to see the show.
She
recommended
seeing
the
show.
S 29 She
recommended
to see the show.
139
should
be show.
seeing in Ving.
S 30 She
recommended
to see the show.
She
recommended
seeing
the
show.
140
Appendix 5
The Identification of Students Errors in Learning Gerund as Complement of
a Sentence
*S = Student
Item
No.
*S
No.
S1
Identification
of Error
Error
Classification
Explanation
Correction
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S2
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S3
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S4
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S5
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S6
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S7
The
word Mikes
lies in V1 favorite
141
should
be leisure
is
laying in V- laying down
ing.
on the job.
S8
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S9
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lieng should
be laying in
V-ing which
has different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
ling should
be laying in
V-ing which
has different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
142
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
ling should
be laying in
V-ing which
has different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
ling should
be laying in
V-ing which
has different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word Mikes
linng should favorite
143
be laying in leisure
is
V-ing which laying down
has different on the job.
meaning and
word.
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
ling should
be laying in
V-ing which
has different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word Mikes
lieng should favorite
be laying in leisure
is
144
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The word to
lie in V1/to
infinitive
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lies in V1
should
be
laying in Ving which has
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
The
word
lies in V1
should
be
laying in Ving which has
different
meaning and
Mikes
favorite
leisure
is
laying down
on the job.
145
word.
8
S1
The
word
forgets
in
V1 should be
forgetting in
V-ing.
S2
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S3
The
word
forgetis in
V1 should be
forgetting in
V-ing.
S4
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
S5
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
S6
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
146
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S7
The
word
forgets
in
V1 should be
forgetting in
V-ing.
S8
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S9
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
S 10
147
in her duty.
V1/to
herself in her
infinitive
duty.
should
be
forgetting in
V-ing.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
148
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S 17 Her bad habit is Omission.
forgeting herself
in her duty.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
149
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S 21 Her bad habit is Misformation.
to forget herself
in her duty.
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
150
stressed.
S 25 Her bad habit is Omission.
forgeting herself
in her duty.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgetes in
V1 should be
forgetting in
V-ing.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
The
word Her bad habit
forgeting in is forgetting
S 26
151
12
in her duty.
S1
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S2
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S3
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S4
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S5
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S6
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
152
S7
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S8
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S9
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S 10
S 11
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S 13
S 14
S 15
S 16
S 17
S 18
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
is
153
computers.
should
be computers.
fixing in Ving.
The
word
fixed
in
V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S 23
S 25
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
-
Their
specialty is
fixing
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
The
word
fixs in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
154
16
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
The
word
fixs in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S1
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S2
What
mother Misformation.
likes is watches
the
children
play.
-
S3
What
mother Misformation.
likes is watchis
the
children
play.
The
word
watchis in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S4
What
mother Misformation.
likes is waches
the
children
play.
The
word
waches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S5
What
mother Misformation.
likes is watches
the
children
play.
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S6
What
mother Misformation.
likes is watches
the
children
play.
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S7
What
mother Misformation.
likes is watch
the
children
play.
The
word
watch in V1
should
be
watching in
V-ing.
What mother
likes
is
watching the
children play.
155
S8
S9
S 10
What
mother Misformation.
likes
is
whatching the
children play.
-
S 11 What
mother Misformation.
likes is to watch
the
children
play.
The
word
whatching in
V1 should be
watching in
V-ing.
The word
watch
V1/to
infinitive
should
watching
V-ing.
What mother
likes
is
watching the
children play.
-
to What mother
in likes
is
watching the
children play.
be
in
S 12
S 13
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21
S 22
S 23
S 24
S 25
S 26 What
mother Misformation.
likes is to watch
the
children
play.
The word
watch
V1/to
infinitive
should
watching
to What mother
in likes
is
watching the
children play.
be
in
156
V-ing.
20
S 27 What
mother Misformation.
likes is watches
the
children
play.
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S 28 What
mother Misformation.
likes is watches
the
children
play.
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S 29 What
mother Misformation.
likes is watches
the
children
play.
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S 30 What
mother Misformation.
likes is watches
the
children
play.
The
word
watches in
V1 should be
watching in
V-ing.
What mother
likes
is
watching the
children play.
S1
S2
The
word One of her
tells in V1 worst habits
should
be is telling lies.
telling in Ving.
S3
The
word One of her
tellies in V1 worst habits
should
be is telling lies.
telling in Ving.
S4
S5
S6
157
ing.
S7
The
word One of her
tell in V1 worst habits
should
be is telling lies.
telling in Ving.
S8
S9
S 10
S 11
S 13
158
telling in Ving.
S 18 One of her worst Misformation.
habits is to tell
lies.
The
word One of her
tell in V1 worst habits
should
be is telling lies.
telling in Ving.
S 23
S 25
159
lies.
S 27
24
infinitive
is telling lies.
should
be
telling in Ving.
-
The
word One of her
tells in V1 worst habits
should
be is telling lies.
telling in Ving.
The
word One of her
tells in V1 worst habits
should
be is telling lies.
telling in Ving.
The
word One of her
tells in V1 worst habits
should
be is telling lies.
telling in Ving.
S1
What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S2
What
Henry Misformation.
hates is to beg to
someone.
The word to
beg in V1/to
infinitive
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S3
What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
What Henry
hates
is
begging
to
someone.
160
V-ing.
S4
What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S5
What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S6
What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S7
What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S8
What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S9
What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
What Henry
hates
is
begging
to
someone.
161
V-ing.
S 10 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 11 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 12 What
Henry Misformation.
hates is to beg to
someone.
The word to
beg in V1/to
infinitive
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S 13 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 14 What
Henry Misformation.
hates is to beg to
162
someone.
should
begging
V-ing.
be someone.
in
S 15 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 16 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 17 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 18 What
Henry Misformation.
hates is to beg to
someone.
The word to
beg in V1/to
infinitive
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
163
S 19 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 20 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 21 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 22 What
Henry Misformation.
hates is to beg to
someone.
The word to
beg in V1/to
infinitive
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S 23 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
What Henry
hates
is
begging
to
someone.
164
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S 24 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 25 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 26 What
Henry Misformation.
hates is to beg to
someone.
The word to
beg in V1/to
infinitive
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S 27 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
What Henry
hates
is
begging
to
someone.
165
stressed.
28
S 28 What
Henry Omission.
hates is beging
to someone.
The
word
beging
in
V1 should be
begging in
V-ing. Double
consonant g
if there is one
vowel and one
consonant, and
the syllable is
stressed.
What Henry
hates
is
begging
to
someone.
S 29 What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S 30 What
Henry Misformation.
hates is begs to
someone.
The
word
beg in V1
should
be
begging in
V-ing.
What Henry
hates
is
begging
to
someone.
S1
S2
S3
S4
S5
S6
S7
S8
S9
S 10
S 11
S 12 His
favorite Misformation.
hobby is to play
online games.
166
playing
V-ing.
S 13
S 14
S 15
S 16
S 17
S 18
S 19
S 20
S 21
S 22
S 23
S 24
S 25
The word to
play in V1/to
infinitive
should
be
playing in
V-ing.
His favorite
hobby
is
playing
online games.
S 26 His
favorite Misformation.
hobby is to play
online games.
32
in online games.
S 27
S 28
S 29
S 30
S1
What makes
Jessy scared
is closing all
windows
alone in the
night.
S2
What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
S3
What
The
makes Addition.
167
Jessy scared is
closeing
all
windows alone
in the night.
closeing in
V1 should be
closing.
Remove
the
letter e in
the end of the
word and add
ing
Jessy scared
is closing all
windows
alone in the
night.
S4
What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S5
What
makes Misformation.
Jessy scared is
clossing
all
windows alone
in the night.
The
word
clossing in
V1 should be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S6
What
makes Misformation.
Jessy scared is
closes
all
windows alone
in the night.
The
word
closes in V1
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S7
S8
The
word
closes in V1
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S9
What
makes Misformation.
Jessy scared is
closes
all
windows alone
in the night.
S 10
S 11
S 12
S 13 What
makes Addition.
Jessy scared is
closeing
all
The
word What makes
closeing in Jessy scared
V1 should be is closing all
168
closing.
windows
Remove
the alone in the
letter e in night.
the end of the
word and add
ing
windows alone
in the night.
S 14 What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 15 What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 16
S 17
S 18 What
makes Addition.
Jessy scared is
closeing
all
windows alone
in the night.
The
word
closeing in
V1 should be
closing.
Remove
the
letter e in
the end of the
word and add
ing
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 19 What
makes Misformation.
Jessy scared is
clossing
all
windows alone
in the night.
The
word
clossing in
V1 should be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 20 What
makes Addition.
Jessy scared is
closeing
all
windows alone
in the night.
The
word
closeing in
V1 should be
closing.
Remove
the
letter e in
the end of the
What makes
Jessy scared
is closing all
windows
alone in the
night.
169
S 22 What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 23
S 24
S 25 What
makes Addition.
Jessy scared is
closeing
all
windows alone
in the night.
The
word
closeing in
V1 should be
closing.
Remove
the
letter e in
the end of the
word and add
ing
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 26 What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 28 What
makes Misformation.
Jessy scared is
to close all
windows alone
in the night.
The word to
close in V1/to
infinitive
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 29 What
makes Misformation.
Jessy scared is
closes
all
windows alone
in the night.
The
word
closes in V1
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
S 27
170
S 30 What
makes Misformation.
Jessy scared is
closes
all
windows alone
in the night.
The
word
closes in V1
should
be
closing
in
V-ing.
What makes
Jessy scared
is closing all
windows
alone in the
night.
171
Appendix 6
172
173
Appendix 7
17. Listening
2. Rehabilitating
18. Saving
3. Having
19. Working
4. Laying
20. Telling
5. Smoking
21. Shopping
6. Being
22. Cooking
7. Running
23. Committing
8. Forgetting
24. Begging
9. Traveling/travelling
25. Speaking
10. Faking
26. Organizing
11. Seeing
27. Leaving
12. Fixing
28. Playing
13. Swimming
29. Avoiding
14. Making
30. Jogging
15. Taking
31. Seeing
16. Watching
32. Closing
l. .;
174
Completethe sentences
with the correct form in the brackets!
2. She.gets
full creditfor (rehabilitate)
.....theneighborhood.
tehqbi lrtafr\$,
/7
,/o
/l
//
/K
o( 8. Herbadhabitis (forget).....herselfin herduty.FoCafirg
A 9.
(travel).....mightsatisffyourdesirefor newexperiences.
harBting
p\
h'
/K
/,/r'
14.He is interested
in (make).....friends.$ftAFt(E
,h
/x 15.Hedenied(take).....thecar. \aieng
'r/*
/n
16.Whatmotherlikesis (watch).....thechildrenplay.Utortdn'r(l|
17.(listen).....to rocksongssometimes
tiresmeout.\qLenrng
,/
t
//
,5. (speak)
.....in thepublicalwaysmakeshimembarassed.
SPqf'W
k26. Sueis in chargeof (organize)
.....themeeting.to ongantte
(leave).....
Let'spostpone
untiltomorrow.
\eauirg
/\r,
'#
t75
28.His favoritehobbyis (play).....onlinqgames.Pkn\ing
29.(avoid).....problemis nottherightsolving.or\OtiJfg
30.I'm usedto (iog).....in themorning.]Oanifg
(see).....theshow. tO Se
31.Sherecommended
alonein thenight.gW
Jessy
scared
is (close).....
allwindows
Atr. Whatmakes
/t
//
Ctoqfg
fq
176
Name :
fenin tuwl
Class : Xl .AP
Completethe sentences
with the correct form in the brackets!
q,
h'
\b
/
/
(t+.He is interested
in (make).....frieiids. To makeKtS. He denied(take).....the cay. l'o fofse
16.Whatmotherlikesis (watch).....thechildrenplay.uafching
17.(listen).....to rocksongssometimes
tiresmeout. 6sknfng
commi(
hates
is (bee).....to someone
. fug hl
rt.4.lMhatHenry
A 25.(speak).....in thepublicalwaysmakeshimembarassed.SffakinS
/i
(leave).....
27.Let'spostpone
untiltomorrow.(eaun3
/:
t
177
)
/
ctoStqg
178
Appendix 9
Interviewee
Date/Day
Place
179
7. Apa buku yang Bapak gunakan sebagai sumber bahan untuk mengajar
Grammar terutama Gerund?
Answer : Saya menggunakan buku Get Along With English for Vocational
School dan beberapa sumber bahan ajar lain seperti Internet.
12. Apa yang Bapak lakukan dalam menghadapi siswa yang memiliki
kesulitan belajar?
Answer : Menanyakan kesulitan yang mereka temui dan menjelaskan
perlahan-lahan materi tersebut agar mereka lebih mengerti dan memberi
motivasi lagi dalam belajar.
Depok, 30 November 2012
Interviewee
Interviewer
180
Appendix 10
Interviewee
: Students
Date/Day
Class
==========================================================
1. Bagaimana persepsi Anda terhadap mata pelajaran Bahasa Inggris?
2. Dalam belajar Bahasa Inggris, cara belajar apa yang Anda lakukan?
3. Apakah dengan cara belajar tersebut dapat meningkatkan prestasi belajar
Anda?
4. Apakah fasilitas kebahasaan di sekolah ini dapat membantu Anda dalam
proses belajar Bahasa Inggris?
5. Apakah Anda pernah membaca buku atau sumber lain selain dari buku paket?
6. Dalam Bahasa Inggris item manakah yang Anda senang: Language Skills or
Language Components?
7. Bagaimana menurut Anda tentang Grammar?
8. Menurut Anda bagaimana cara belajar Grammar yang enak dan cepat
dimengerti?
9. Menurut Anda kalau sedang mengalami kesulitan belajar dalam Bahasa
Inggris apa yang harus dilakukan?
10. Menurut Anda apa saja yang dapat menyebabkan anda sulit belajar Bahasa
Inggris, terutama Grammar?
11. Setelah melihat hasil tes anda, di manakah letak kesulitan Anda mempelajari
Gerund?
12. Mengapa Anda mengalami kesulitan dalam mempelajari Gerund?
13. Apakah Anda bisa mengikuti dan memahami penjelasan guru Anda tentang
Gerund?
181
Appendix 11
182
8. Dari 15 siswa, yang menyatakan cara belajar grammar yang enak dan cepat
dimengerti dengan penjelasan secara rinci dari guru terlebih dahulu sebanyak
73,3% atau 11 siswa, dan dengan memahami rumusnya terlebih dahulu
sebanyak 6,6% atau 1 siswa, dengan cara melihat kata terlebih dahulu
sebanyak 6,6 persen atau 1 siswa, dengan cara berbicara atau berdialog
sebnyak 6,6% atau 1 siswa, dan dengan cara belajar santai tetapi fokus pada
pelajaran sebanyak 6,6% atau 1 siswa.
9. Dari 15 siswa, yang menyatakan jika sedang mengalami kesulitan dalam
belajar bahasa Inggris, mereka melihat kamus dan bertanya sebanyak 80%
atau 12 siswa, sedangkan yang menyatakan akan belajar dengan santai dan
tenang sebanyak 13,3% atau 2 siswa, dan yang berdiskusi dengan tema
sebanyak 6,6% atau 1 siswa.
10. Dari 15 siswa, yang menyatakan kesulitan belajar bahasa Inggris terutama
grammar karena menghafalkan kata dan rumus sebanyak 53,3% atau 8 siswa,
dan cara penulisan kata sebanyak 20% atau 3 siswa, karena banyak kegiatan
sebanyak 13,3% atau 2 siswa, dan karena malas sebanyak 13,3% atau 2
siswa.
11. Dari 15 siswa, yang menyatakan kesulitan dalam membedakan penggunaan
gerund dan infinitive sebanyak 13,3% atau 2 siswa, dan yang menyatakan
kesulitan dalam membedakan kegunaan gerund as object of preposition dan
gerund as object of certain verbs sebanyak 13,3% atau 2 siswa, dan yang
kesulitan dalam membedakan gerund dengan participle sebanyak 6,6% atau 1
siswa, sedangkan yang menyatakan kesulitan dalam hal letak penulisan dan
tambahan kata ing sebanyak 53,3% atau 8 siswa, dan yang kesulitan dalam
hal mencari arti kata sebanyak 13,3% atau 2 siswa.
12. Dari 15 siswa, yang menyatakan tidak memperhatikan guru ketika
menjelaskan sebanyak 40% atau 6 siswa, dan yang menyatakan kesulitan
karena penjelasan guru kurang rinci sebanyak 53,3% atau 8 siswa, dan yang
menyatakan karena malas sebanyak 6,6% atau 1 siswa.
13. Dari 15 siswa, yang menyatakan mengikuti dan memahami penjelasan guru
tentang gerund sebanyak 53,3% atau 8 siswa, sedangkan yang tidak
183
Ciputat, 08 Agustus2012
Nomor
Lampiran
Hal
:Istimewa
: I (satu)
: Pengajuan Judul Skripsi
Yth,
Ketua JurusanPendidikan BahasaInggris
Di
Tempat
Nama
NIM
Fakultas
Jurusan
105014000391
IlmuTarbiyahdanKeguruan
Inggris
Bahasa
Pendidikan
ffi
Drs.NasrunMahmud.M.Pd.
150.041.070.,
II
i. L 1,^1
V oScv' I urnlo
Do kla^n-'. l\''\1iA
l4ro4
I
2lr
lpt /:
J'iT
KEMENTERIAN
AGAMA
UINJAKARTA
FITK
FORM(FR)
No. Dokumen :
FITK-FR-AKD-081
Tgl.Terbit
1 Maret 2010
No. Revisi:
Hal
01
1t1
SURAT BIMBINGANSKRIPSI
Nomor: Un.01/F.1/KM.01.3110012012
Lamp. : Hal : BimbinganSkripsi
Jakarta,10 Septemb
er 2012
KepadaYth.
Drs.Syauki,M.Pd.
PembimbingSkripsi
FakultasIlmu TarbiyahdanKeguruan
UIN SyarifHidayatullah
Jakarta.
Assalamu'alaikumwr.wb.
Denganini diharapkankesediaanSaudarauntuk menjadipembimbingI/II
(materi/teknis)
penulisanskripsi mahasiswa
:
Nama
MuhamadChotibFirdaus
NIM
I 0 5 014000391
Jurusan
PendidikanBahasaInggris
Semester
XV (LimaBelas)
JudulSkripsi
ffi
Tembusan:
l. Dekan FITK
2. Mahasiswaybs.
'NIP.
1
,,Wrtd,
212 199103I 002
..,.
1':
KEMENTERIAN
AGAMA
UINJAKARTA
FITK
FORM(FR)
No.Dokumen :
Tgl.Terbit
:
No.Revisi:
:
FITK-FR-AKD-082
1 Maret 2010
01
Hal
1t1
SURATPERMOHONAN
IZINPENELITIAN
Nomor: Un.01/F.1/KM.01
.31165012012
Lamp. : Outline/Proposal
Hal : Permohonan
lzin Penelitian
Jakarta.13 November
2012
Yth.
KepalaSekolahSMKTamanllmuDepok
di
Tempat
Assalamu'alaikum wr.wb.
Denganhormatkamisampaikan
bahwa,
Nama
: Muhamad
ChotibFirdaus
NIM
:105014000391
Jurusan
: Pendidikan
BahasaInggris
Semester
:XV
TahunAkademik
:200512006
: 66AnError Analysis of students' Abilify in Learning
Judulskripsi
ffi#fr
FlsslRs
Tembusan:
1. DekanFITK
2. PembantuDekanBidangAkademik
3. Mahasiswayang bersangkutan
ikan BahasaInggris
B
TERAKREDITASI
Nomor
Lamp
Perihal
021328t421.5/SMK-TII071tX|,I2012
TelahMelaksanakan
Penelitian
Kepada,
Yth. DekanFakultasllmu Tarbiyahdan Keguruan
UIN SyarifHidayatullahJakarta
di
Jakarta
Assalamu'alaikum
Wr. Wb.
Menindaklanjuti
surat Sdr., No. Un.01lF.1/KM.01
.31165012012
tentangpermohonanizin
penelitian,
makakamimemberikan'izin
kepada:
N a ma
NIM
Fakultas
Jurusan
JudulSkripsi
: Muhammad
ChotibFirdaus
:105014000391
: llmuTarbiyah
danKeguruan
: Pendidikan
BahasaInggris
: An ErrorAnalysisof Students'
Abilityin Learning
Gerund
at SecondGradeof SeniorHighSchool(A CaseStudyat
the SecondYearStudentsof SMKTamanllmuDepok)
Demikian
atasperhatian
dankerjasama
yangbaik,kamiucapkan
terimakasih.
Wassalamu'alaikum
Wr.Wb.
bryl