An Error Analysis in Using Gerund

AN ERROR ANALYSIS OF STUDENTS ABILITY
IN USING GERUND
(A Case Study at the Second Year Students of SMK Taman Ilmu Depok)
By:
MUHAMAD CHOTIB FIRDAUS
NIM. 105014000391
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
AN ERROR ANALYSIS OF STUDENTS'ABILITY IN

LEARNING GERTJNDAT SECOND GRADE OF
SENIOR HIGH SCHOOL
(A CaseStudy at the SecondYearStudentsof SMK Tamanllmu Depok)
A "Skripsi"
Presentedto the Departmentof EnglishEducation
In a PartialFulfillment of Requirements
for the Degreeof StrataI (S-1)
Approved by
Advisor
NIP: 1964121 991031002
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH A}\D TEACHERS' TRAINING
66SYARIFHIDAYATULLAH'' STATE ISLAMIC UNIVERSITY
JAKARTA
2013
.f*
i :.'
,14
ENDORSEMENT SHEET
The ooSkripsi"(Scientific Paper) entitled "AN
ERROR ANALYSIS OF
STUDENTS' ABILITY IN USING GERLTND"(A case Study at the Second year

Studentsof SMK Taman Ilmu Depok), written by Muhamad Chotib Firdaus, student's
registrationnumber: 105014000391
was examinedin the examinationsessionof the
faculty of Tarbiyah and Teacher'sTraining, Syarif HidayatullahStateIslamic University
Jakartaon February27th, 2013. The "skripsi" has beenacceptedand declaredto have
fulfilled one of the requirementsfor academictitle of ooS.Pd."
in English Language
Educationat the Departmentof EnglishEducation.
J akarta,February27th,2073
ExaminationCommittee:
CHAIRMAN : Drs. Syauki"M.Pd.

NIP: 19641212199103
| 002
SECRETARY: NenengSunengsih"
M.Pd.
NIP: 197306251999032 001
EXAMINER l: Dr. Fahriany.
M.Pd.
N I P : 1 9 7 0 0 6 1119 9 1 021 0 0 1
EXAMINER 2: NenengSunenesih.
M.pd.
ining Faculty
NIP: 19520520
198103I 001
1.,,
lrl
KEMENTERIAN
AGAMA
UINJAKARTA
FITK
FORM(FR)
JI. Ir. H. JuandaNo 95 Ciputat15412lndonesia
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)
DosenPembimbing : Drs. Syauki,M.Pd.
Denganini menyatakanbahwaskripsiyang sayabuat benar-benarhasil karya sendiri

jawab secaraakademisatasapayangsayatulis.
dan sayabertanggung
Jakuta,3l Mei 2013
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.
Keywords: Error, Gerund, and SMK Taman Ilmu Depok
The aim of this research is to find out and identify some errors made by
the students in using gerund, the types of students errors in learning gerund, most
frequent occurrence errors committed by students, and the causes of students
errors in using gerund.
In this research, the writer used qualitative method in a form of descriptive
analysis (percentage) that included observation, collecting the students test,
analyzing, and interpreting the data. For collecting the data, the researcher used
observation, students test and interview as the instrument. The subject of this
research is the eleventh grade students of SMK Taman Ilmu Depok. The writer
gave the thirty students the filling in the blank test that consists of 32 items, 8
items in the form of gerund as subject of a sentence, 8 items in the form of gerund
as object of preposition, 8 items in the form of gerund as direct object of certain
verbs, and 8 items in the form of gerund as the complement of a sentence.
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
Tujuan dari penelitian ini adalah untuk menemukan dan mengidentifikasi

beberapa kesalahan yang dilakukan siswa dalam menggunakan gerund, jenis
kesalahan-kesalahan siswa dalam menggunakan gerund, kesalahan-kesalahan
yang sering dilakukan siswa, dan penyebab kesalahan-kesalahan siswa dalam
menggunakan gerund.
Dalam penelitian ini, penulis menggunakan metode kualitatif dalam
bentuk analisis deskriptif (persentase) termasuk observasi, mengumpulkan hasil
tes siswa, menganalisis, dan mengumpulkan data. Dalam mengumpulkan data,
peneliti melakukan pengamatan, tes siswa dan interview sebagai instrumen.
Subjek penelitian ini adalah siswa kelas XI (sebelas) SMK Taman Ilmu Depok.
Penulis memberikan 32 soal kepada 30 siswa, dari 32 soal tersebut terdiri dari 8
soal dalam bentuk gerund as subject of a sentence, 8 soal dalam bentuk gerund as
object of preposition, 8 soal dalam bentuk gerund as direct object of certain verbs,
dan 8 soal dalam bentuk gerund as the complement of a sentence.
Hasil penelitian ini menunjukkan bahwa terdapat 96 kesalahan atau
16,25% siswa melakukan kesalahan dalam menggunakan gerund as subject of a
sentence, 148 kesalahan atau 20,04% siswa melakukan kesalahan dalam
menggunakan gerund as object of preposition, 187 kesalahan atau 31.64% siswa
melakukan kesalahan dalam menggunakan gerund as direct object of certain
verbs, dan 160 kesalahan atau 27.07% siswa melakukan kesalahan dalam
menggunakan gerund as the complement of a sentence. Penulis juga
mengklasifikasikan tipe-tipe kesalahan yang dibuat oleh siswa. Dari 591
kesalahan, terdapat 424 kesalahan pada tipe misformation. Tipe ini menghasilkan
kesalahan 71,74%. Tipe selanjutnya adalah omission, jumlah kesalahannya
sebanyak 123 atau 20,81%. Tipe terakhir adalah addition. Hanya 44 atau 7,45%
kesalahan pada tipe ini.
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..............................................................................
LIST OF TABLES......................................................................................... vii

LIST OF APPENDICES................................................................................ viii
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
C. Previous Related Study 29
CHAPTER
III RESEARCH METHODOLOGY................................... 30

A. Research Design.......................................................... 30
B. Place and Time of the Study....................................... 31
C. Subject of the Research............................................... 31
D. Instrument of the Research......................................... 31
E. Technique of Data Collecting..................................... 32
F. Technique of Data Analysis........................................ 32
CHAPTER
IV RESEARCH FINDING................................................... 34
A. Data Description......................................................... 34
B. Data Analysis.............................................................. 37
C. Data Interpretation...................................................... 47
CHAPTER
CONCLUSION AND SUGGESTION........................... 50

A. Conclusion.................................................................. 50
B. Suggestion................................................................... 51
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
Object of Preposition .....................................................................81
Direct Object of Certain Verbs ......................................................107
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
A. Background of the Study

In this modern age, communication plays an important role in humans
life. Human beings do not normally live in isolation without any contact with
the others. To fulfill the needs for communicating with others, language is
used as one of the means of communication among people, and needless to
say that it is employed for hundreds of purposes. In this sense, communication
can be in term of transferring the ideas, thought, feelings, attitudes or
message.1 Briefly, it can be said that language is a means of communication.
According to Nuttal in Teaching Reading Skills in a Foreign
Language, stated that communication occurs when a message transmitted from
one person to another is commonly understood by both parties. In other words,
it is successful when a message actually reaches its destination, it is perceived
by the receiver as the sender intended. Successful communication is expected
to build a kind of relationship between the speaker and the listener. 2 Absence
of communication causes all sorts of ills, while lack of communication maybe
blamed for failures in business, disharmony in organization, and any other
form of inconvenience.
Nowadays, people can communicate with one another easily, not only
among people in our country but also among those in the whole world. They
need a certain language as a Lingua Franca to communicate between two
people who do not share the same languages; one of that Lingua Franca is
English.3 English is used as well as medium of developing relationship with
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann,

1982), p. 3.
2
Ibid
3
Jeremy Harmer, The Practice of English Language Teaching 3rd Edition, (Essex:
Pearson Education Limited, 2001) p. 20.
other nation, English is also to absorb and develop science, technology,

economy, and culture.
In education, English functions as a communication tool to access and
to exchange any information, to build interpersonal relationship, also to know
and to have language aesthetic in English culture. Furthermore, as noted
Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk
Sekolah Menengah Atas dan Madrasah Aliyah there are three objectives of
English subject. But here, the writer focus on the first point, that is:4
Mengembangkan kemampuan berkomunikasi dalam bahasa
tersebut, dalam bentuk lisan dan tulis. Kemampuan
berkomunikasi meliputi mendengarkan (Listening), berbicara
(Speaking), membaca (Reading), dan menulis (Writing).
To develop communication ability on that language, in both written
and spoken, we have to learn and comprehend four skills. Those four skills
are listening, speaking, reading, and writing. When we learn our native
language, we usually learn to listen first, then to speak, then to read, and
finally to write. Listening and speaking are called method of spoken
communication meanwhile reading and writing are called method of written
communication. Listening and reading are receptive skills and speaking and
writing are productive skills
To use those skills correctly, the students have to learn sub skills. They
are vocabulary, grammar, and pronunciation. Here, the writer will focus on
grammar. Structure or commonly called grammar is one of English sub skills
will give a certain pattern in using language both orally and written. With
grammar, the language is more meaningful.
According to Harmer in the Practice of English Language Teaching
stated that Grammar can thus be partly seen as knowledge of what words can
go where and what form these words should take. Studying grammar means
Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris untuk Sekolah
Menengah Atas dan Madrasah Aliyah, p. 14.
knowing how different grammatical elements can be strung together to make

chains of words.5
Moreover, Ur in Grammar Practice Activities: A Practical Guide for
Teachers stated that grammar may be roughly defined as the way a language
manipulates and combine words (or bits of words) in order to form longer
unit of meaning.6
From those statements above, the writer conclude that grammar is
knowledge of how to combine and manipulates words together to make a
good sentence or paragraph.
In addition, grammar is an essential part to be learnt in the process of
acquiring language; it must be mastered to help someone in making a
sentence or paragraph grammatically and meaningfully. As Ur said that the
knowledge of grammatical rules is essential for the mastery of a language.7
If we study grammar, we will study verb, and if we study verb, we will
study present participle, past participle, infinitive, and gerund. Past participle
is ed form, infinitive is to- form, and present participle also gerund have the
same form, -ing form.
As far as the writer concerned after he had done an observation at the
second grade students at SMK Taman Ilmu Depok, some problems occurred
when students learned grammar, especially in learning gerund. This problem
could happen because they still make errors in understanding, learning, and
using gerund. From the data that the writer gets from the interview to the
English teacher and from pre-test, the writer concluded that the problem
could happen because the students still having difficulties in distinguishing
the form of gerund and use of gerund. One of the errors which is faced by the
students in learning and using gerund is lack of knowledge of the rules on
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)
B. Identification of the Problem

Based on the background of the problem above, the writer identifies
some problems which could influence students errors in using gerund at
second year students of SMK Taman Ilmu Depok. They are:
a. Lack of knowledge of the rules on adding ing to the verb when forming
gerund.
b. Students difficulties in distinguishing the form of gerund and use of
gerund.
c. Students difficulties in differentiating between the use of gerund and
present participle.
8
George E. Wishon and Julia M. Burks, Lets Write English, Revised Edition, (New
York: Litton Educational Publishing Inc., 1980), p. 268.
d. Classroom activity including how teacher delivers this material.
C. Limitation of the Problem

It is necessary to make limitation of the problem, the limitation of
problem in this skripsi is intended to analyze the students errors in using
gerund at second year students of SMK Taman Ilmu Depok.
D. Formulation of the Problem

Based on the limitation of the problem above, the writer plans to analyze
the students errors in using gerund. Therefore, to avoid this research become
either too narrow or too abroad, the writer makes some general questions to
guide him. The general questions of this research are:
1. What are kinds of students errors in using gerund?
2. What are the frequent errors which committed by students in using
gerund?
3. What are the causes of students errors in using gerund?
E. Objectives of the Study

According to the formulation of the problem above, the objectives of
the study are as follows:
1. To find out students errors in using gerund.
2. To find out the frequent errors which committed by students in using
gerund.
3. To find out the causes of students errors in learning gerund.
F. Significances of the Study

The results of this study can provide useful information for many
groups of people. Principally, the uses of language in a school, family, society,
are something concessions and influences to each other.
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
Education.com, Error Analysis (Language), 2012,

(http://www.education.com/definition/error-analysis-language/).
2
H. Douglas Brown, Principles of Language and Teaching, (New Jersey: Prentice Hall,
Inc., 1980), p. 166.
3
David Crystal, the Cambridge Encyclopedia of Language, (New York: Cambridge
University Press, 1987), p. 112.
The definitions above clarify that error analysis is an activity to

identify, classify, and interpret or describe the errors made by someone in
speaking or in writing and it is carried out to obtain information on common
difficulties faced by someone in speaking or in writing English sentences.
1. Understanding of Error
To get clear understanding about error, several opinions have been
given by some linguists that should be observed among others. H.
Douglas Brown defines an error as noticeable deviation from the adult
grammar of a native speaker, reflecting the inter-language competence of
learner.4 Dulay stated error as the flawed side of learner speech of
writing.5 It means that there is something wrong in norm of language
performance. Then Klassen defines an error as a form or structure that a
native speaker deems unacceptable because of its inappropriate use.6
From these opinion about errors, it can be concluded that errors are
something that the students do in their learning by using unacceptable
and inappropriate forms of the grammar of the target language and the
competence of a second language.
Errors have played an important role in the study of language
acquisition and in examining a second or a foreign language acquisition.
Errors are also associated with the strategies that people employ to
communicate in a language.
2. Distinction Between Error and Mistake

Error and mistake are not the same. But most the people still
misunderstand about the definition of both. To be more clarified between
error and mistake, Hubbard et.al. said error caused by lack of
4
Brown, op.cit., p. 170.

Heidi Dulay, et.al., Language Two, (New York: Oxford University Press, 1982), p. 138.
6
Johanna Klassen, Using Student Error for Teaching, (English Teaching Forum, January
1991) Vol. 29, No. 1, p. 10.
5
knowledge about the target language (English) or by incorrect hypothesis

about it, and mistakes caused by temporary lapses or memory, confusion,
slips of the tongue and so on.7 Another way to differentiate between
error and mistake is if the learners can correct themselves, it is probably
mistake, but if they cannot, it is an error.
In his book on mistakes and correction, Edge suggests that we can
divide mistake into three broad categories: slips (that is mistakes which
students can correct themselves once the mistake has been pointed out to
them), errors (mistakes which they cannot correct themselves and
which therefore need explanation), and attempts (that is when a student
tries to say something but does not yet know the correct way of saying
it).8
From explanation above, it can be concluded that error is
systematic and the students selves cannot correct, because it reflects the
students competence in the target language. In contrast, a mistake is an
error that students can selves correct, because it is only the result of the
students performance.
3. Causes of Error
Learning a foreign language is of course different from learning
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
and Teaching Induced Error (Error Encouraged by Teaching Material

or Method).9
a. Mother-tongue Interference
The beginning stage of learning a second language is
characterized by good deal of mother tongue interference (from the
nature language), in this early stage, before the system of the second
language is familiar, the native language is the only familiar
language system. Although young children appear to be able to learn
a foreign language quite easily and to reproduce new sound very
effectively, older learner has experience considerable difficulty.The
sound system (phonology) and grammar of native language
sometimes impose themselves on the new language and this leads to
a faulty foreign pronunciation, faulty grammatical pattern and
wrong choice of vocabulary.
Example:
-* She in my chair sitting is. instead of She is sitting in my
chair.10
b. Over-generalization
Over-generalization covers instance where the learner creates a
deviant structure on the basis of his experiences of other structures in
the target language. Some over-generalization is signed by:
1) Over-generalization generally involves the creation of one
deviant structure in place of two regular structures.
Example:
He can sings.
We are hope.
It is occurs
It may be the result of the learner reducing his/her linguistic
burden, with the omission of third person s.

9
Hubbard et.al., op.cit., pp. 140-142.

Ibid.
10
11
2) Over-generalization is associated with redundancy reduction, for

example the - ed marker, in narrative or in other past context
often appears to carry no meaning, on sentence - I buy the book
last week - it as cleared, the word bought does not have
meaning anymore because there was phrase last week.
c. Error Encouraged by Teaching Material or Method
Error can appear to be induced by teaching process itself and
error is an evidence of failure of ineffective teaching or lack control.
If material is well chosen, graded, and presented with meticulous
care, there should never be any error. Corder said it is however, not
easy to identify such error except in conjunction with a close study
of the material and teaching technique to which the learner has been
exposed. This is probably why so little is known about them.11
It is easy to accept this in the early stages of language learning
controls applied in the shape of substitution tables, conversation
exercises of mechanical nature and guided sentence patterns, but
more difficult at later stages.
Example in regular and irregular verb:
-* I am going to school every day. Instead of I go to school every
day.
Meanwhile Brown distinguishes the causes of error into four
causes, they are: Interlingual Transfer, Intralingual Transfer, Context of
Learning and Communication Strategies.12
a. Interlingual Transfer
Interlingual errors happened because the interference of a
mother tongues into a target language. Interference is transfer of a
native language, which impede the learning of a target language
because of differences between both languages.
11
12
Hubbard et.al., loc.cit.

Brown, op.cit., pp. 177-180.
12
In this early stage, before the system of the second language is

familiar, the native language is the only linguistic system in previous
experience upon which the learner can draw.
b. Intralingual Transfer
The early stage of language learning is characterized by a
predominance of interlingual transfer, but once the learner has begun
to acquire part of the new system, more and more interlingual
generalization within the target language manifested, and his
previous experience begin to include structure within the target
language itself.
c. Context of Learning
Context refers to the classroom with its teacher and its material
in the case of school learning. In a classroom context, the teacher or
the textbook can lead the student to make faulty hypotheses about a
language. Students often make errors because of misleading
explanation from the teacher, faulty presentation of a structure or
word in a textbook.
d. Communication Strategies
Communication strategies
actually include
processes of
interlingual and intralingual transfer and the context of learning as a

learner tries to get a message across to a hearer or reader.
Richards divided causes of error into four areas; those are overgeneralization, ignorance of rule restrictions, incomplete application of
rules, and false concept hypothesized.13
a. Over-generalization
Over-generalization is the use of previously available strategies
in new situation. Over-generalization covers instances where the
learner creates a deviant structure on the basis of his experience of
other structures in the target language.
13
Jack C. Richard, Error Analysis: Perspectives on Second Language Acquisition,

(London: Longman Group Ltd., 1980), p. 174.
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,
comparative taxonomy, and communicative effect taxonomy.14

a. Linguistic Category Taxonomy
Many error taxonomies has been based on the linguistic item,
which is affected by an errors. These linguistic category taxonomies
classify errors according to either or both the language component
and the particular lingusitic constituent the error effects.
Language components include phonology (pronunciation),
syntax and morphology (grammar), semantics and lexicon (meaning
and vocabulary), and discourse (style). Constituents include the
elements that comprise each language component. For example,
within syntax one may ask whether the error is in the main or
subordinate clause, and within a clause, which constituent is
affected, e.g. the noun phrase, the auxiliary, the verb phrase, the
preposition, the adverb, the adjective, and so forth.
b. Surface Strategy Taxonomy
Surface strategy taxonomy highlights the ways surface
structures are altered: Learners may omit necessary items (omission)
or add unnecessary ones (addition); they may misform items
(selection) or misorder them (misordering).15
1) Omission
Omission errors are characterized by the absence of an item
that must appear in well-formed utterance. Although any
morpheme or word in a sentence is a potential candidate for
omission, some types or morphemes are omitted more than others.
Example:
14
15
Dulay et.al., op.cit., pp. 146-172.

Ibid.
15
Mary (is the) president (of the) new company.
2) Addition
Students
not only omit elements, which they regard as
redundant, but they also add redundant elements. Addition errors

are the opposite of omission. They are characterized by the
presence of an item, which must not appear in a well-formed
utterance. They are three types of addition errors have been
observed in the speech of both L1 and L2 namely double
markings, regularization, and simple addition.16
a) Double Markings
Double markings are two items rather than one is marked
for the same feature. Many addition errors are more
accurately described as the failure to delete certain items
which are required in some linguistic constructions, but not in
others.
Example:
He doesnt knows my name or we didnt went there.
b) Regularization
A rule typically applies to a class of linguistic items, such
as the class of main verbs or the class of nouns. There are
both regular and irregular forms and constructions in
language, learners apply the rules used to produce the regular
ones to those that are irregular, resulting in errors of
regularization. Such as, the verb eat become eated; the noun
sheep is also sheep in the plural, not sheeps.
c) Simple Addition
Errors are grab bag subcategory of additions. If an
addition error isnt a double marking or regularization, it is
called simple addition. There are not particular feature, which
16
Dulay et.al., loc.cit.
16
can characterize simple addition other than not appear in a

well-formed utterance.
Example:
The fishes doesnt live in the water.
3) Misformation
Misformation errors are characterized by the use of the wrong
form of the morpheme or structure. While in omission errors the
item is not supplied at all, in misformation errors the student
supplies something, although it is incorrect.
There are three types of misformation namely; regularization
errors, archi-forms, and alternating forms.
a) Regularization Errors
It is that all under misformation category are those in
which a regular marker is used in place of an irregular one.
For example: runned for run or goose for geese.
b) Archi-forms
The selection of one number of a class of forms do
represent others in the class is a common characteristic of all
stages of second language acquisition. We have called the
form selected by the students of an archi-form. For example:
a learner may select one member of the class of personal
pronoun to function for several others in the class. Me
hungry, give me that!
c) Alternating Forms
As the 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
Misordering is a wrong placement of morpheme or a group of

morphemes in an utterance. For example: I dont know what is
that.
c. Comparative Taxonomy
The classification of error in a comparative taxonomy is based
on comparison between the structure of second language errors and
certain other types of constructions. There are four types of error
according to comparative taxonomy viz. Development Errors,
Interlingual Errors, Ambiguous Errors, and Other Errors.17
1) Development Errors
These errors are similar to errors made by the students
learning the target languages as their first language. For
example: Dog eat it. The omission of the article and the past
tense marker any be classified a development because they are
aslo found in the speech of students learning English as their
first language.
2) Interlingual Errors
Interlingual errors are similar in structure to a semantically
equivalent phrase or sentence in the students native.
Interlingual error refers to L2 errors that reflect native language
structure regardless of the internal process or external conditions
that spawned them. For example: He has a book green.
3) Ambiguous Errors
Ambiguous errors are those that could be classified equally
well as development or interlingual. These errors reflect the
students native language structure, and at the same time, they
are of the type found in the speech of children acquiring a first
language. For example: I no have car.
4) Other Errors
17
Dulay et.al., loc.cit.
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.
5. Goal of Error Analysis

The most practical use of the analysis of the error is the teachers.
It is designing pedagogical material and strategies. Dulay stated that
studying students errors serves two major purposes:
18
Hanna Y. Touchie, Second Language Learning Errors; Their Types, Causes, and
Treatment, (JALT Journal, November 1986) Vol. 8, No. 1, p. 10.
19
a. It provides data from which inferences about nature of language

learning process can be made.
b. It indicates to teachers and curriculum developers, which part of the
target language students have most difficulty producing correctly
and which error types detract most from a students ability to
communicate effectively.
The theoretical aspect of error analysis is part of the methodology
of investigating that the language learning process.
6. Procedure of Error Analysis

In the language teaching, either a native language or a second
language teaching, study about students errors is very important. There
are some procedures in error analysis, namely:
a. Identification of errors
b. Description of errors
c. Explanation of errors
d. Evaluation of errors
e. Preventing/correction of errors.19
The first step in the process of analysis is recognition or
identification of errors. In this step, teachers recognize the students
errors from the task given by the teachers.
The second step is the describing error. It begins when an
identification stage has taken place. The description of student errors
involves classification of kinds of errors made by the student.
The third step is the explanation of error that can be regarded as a
linguistic problem. This step attempts to account for how and why the
students error happen.
19
Theo Van Els et.al., Applied Linguistics and the Learning and Teaching of Foreign
Languages, (Kent: Edward Arnold (Publishers) Ltd., 1984), p. 47.
20
The fourth step is evaluation of errors. In this step, the teacher

gives evaluation from the task done by the students depends on the task
that teacher will give to the students.
Finally, the last step in the process of analysis is correction of
errors where the teacher checks from the task done by the students. And
then the teacher gives the correct answer from the errors has been done
by the students.
Example:
Table 2.1.
Procedure of Error Analysis
Identification of
Description and
Error
Error
Explanation
Correction
Classification
I watch television Simple Past Tense The verb watch I
last night.
omission of ed.
watched
should be Simple television

Past
last
night.
He is owing me Verb inappropriate owe is a stative He owes me ten

ten
thousands verb construction.
verb and doesnt thousands rupiah.

require the ing
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
According to Azar, Gerund is the-Ing form of a verb used as a

noun. A gerund is used in the same ways as a noun, i.e. as a subject or an
object.21 And Thomson and Martinet stated that when a verb is
immediately after a preposition the gerund form must be used22.
Foley and Hall stated in Longman Advanced Learners Grammar:
A Self-Study Reference and Practice Book with Answer, they stated that
The ing and infinitive forms of verbs are very common in English and
can act as subject, object, and compliment of verbs. When used like noun,
-ing form are often referred to as Gerund.23
From the quotations above, it can be concluded that gerund is the ing form of a verb, used as a noun, as it can function as subject or an
object sentence, and also as an object preposition.
2. Kinds of Gerund
Wishon and Burks noted that there are two kinds of gerund, they are:
a. Simple Gerund: is gerund that is the-ing form of the verb used as a
noun. Notice that the gerund has the same form as the present participle.
However it functions differently in the sentence. It is always a noun and
can function in any position noun (e.g.: swimming is a good exercise).
b. Gerund Phrase: while a gerund functions as a noun, it also retains some
characteristics of a verb. Although it may have modifiers like a noun
(usually before it), it may also have adverbial modifiers like a verb
(usually after it). If a noun or pronoun precedes a gerund, it must be in
the possessive or adjectival form.
Your singing is beautiful.
Everyone admires 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
The gerund phrase is italicized; the simple gerund is underlined.24
3. Forms of Gerund
The gerund is the ing form of the verb used as a noun. Notice that
the gerund has same form as the present participle.
However, it functions differently in the sentence. Gerund is a noun
and can function in any noun position25.
According to Sinclair and Prowse, there are some rules on adding
ing to the verb when forming the gerund26.
a. If the verb ends in e, drop the e before ing
e.g. dance
dancing
If the verb ends in ee, make no change.

e.g. see
seeing
b. If the verbs has no one syllable and ends in a vowel + consonant, put
double consonants before ing.
e.g. put
cut
putting
cutting
c. If the verb end in Y, W, X, or in two consonants, or in two vowels,

make no change.
e.g. say
push
saying
pushing
c. If the last syllable of a longer verb is stressed, double the consonant

before ing.
forget
forgetting
4. Uses of Gerund
According to the definition above, here the writer would like to
explain the usages of gerund in the sentence widely.
24
Wishon and Burks, op.cit., p. 268.

Ibid.
26
Barbara Sinclair and Philip Prowse, A Short Course for Adult, Activate Your English,
(Cambridge: Cambrige University Press, 1996), p. 81.
25
23
a. Gerund as Subject of a Sentence

The subject is a noun. Gerund is a noun. It means that gerund can
function as subject of a sentence. When its position is in front of the
sentence.
Gerund can be the subject of the sentence when an action is being
considered in a general sense.27
Example:
1) Gambling cant make someone rich
2) Praying is the moslems duty
3) Singing is my hobby
b. Gerund as Object of Preposition

Swan stated that gerund is used after all prepositions (including to,
when to is a preposition).28
Example:
1) After swimming, I felt cold
2) Are you fond of cooking?
3) I look forward to hearing from you
c. Gerund as Direct Object of Certain Verb

The verb that comes after the verb is a noun. A noun that comes
directly after the verb is an object of the verb. When gerunds follow
verbs, they function as direct objects of those verbs. Wishon and Burks
noted 29 verbs frequently followed by gerunds.29
27
Thompson and Martinet, op.cit., p. 288.

Swan, op.cit., p.335.
29
Wishon and Burks, op.cit., p. 268.
28
24
Table 2.2.
List of Verbs Frequently Followed by Gerund by George E. W. & Julia M. B.
1.
admit
The thief admitted stealing money
2.
appreciate
Patrice would appreciate hearing from you
3.
avoid
After their quarrel, she has avoided meeting him
4.
consider
Joel has already considered continuing his studies
5.
continue
He will continue studying
6.
defer
Please differ paying the bill until after January
7.
delay
He delayed writing the letter until the last minute
8.
deny
9.
detest
When questioned the boy denied cheating on the

exam
How I detest her singing
10. enjoy
After a hectic week, they enjoyed spending a week at

Home
11. escape
By some miracle Jerry escaped being hurt in the fight
12. finish
13. forgive
When the light went out, he had barely finished putting

his room in order
I cannot forgive you not writing to me
14. imagine
I cannot imagine doing that again!
15. keep/continue
16. mind/dislike
Angela is so homesick she keeps hoping for a letter from

home
I dont mind walking this summer
17. miss
Since I moved to the city, I miss walking in the woods
18. notice
Have you noticed Dannys swimming lately?
19. postpone
Howard had to postpone leaving for college
20. practice
Please practice writing
21. quite
Quit chatting and carry on with your work
22. prevent
Nothing can prevent Johns swimming the race
23. resent
Lisa resent having to work overtime
24. resist
She cannot resist buying every pretty dress she sees
25. risk
I would not risk missing the buss
26. suggest
I suggest having a cup of coffee before we leave
27. stop
Jerrys father stopped stuttering when he relaxed
28. try(experiment)
Please try solving the problem by your self
25
29. understand
I really cannot understand his doing something like that
According to Betty Schrampfer Azar, Gerunds are used as the

objects of certain verbs. Betty Schrampfer Azar listed 34 common verbs
usually followed by gerunds, they are:30
Table 2.3.
List of Verbs Frequently Followed by Gerund by Betty Schrampfer Azar
1.
admit
He admitted stealing the money
2.
advise
She advised waiting until tomorrow
3.
anticipate
I anticipate having a good time
4.
appreciate
I appreciated hearing from them
5.
avoid
He avoided answering my question
6.
complete
I finally completed writing my term paper
7.
consider
I will consider going with you
8.
delay
He delayed leaving for school
9.
deny
He denied committing the crime
10. discuss
They discussed opening a new business
11. dislike
I dislike driving long distance
12. enjoy
We enjoy visiting them
13. finish
She finished studying about ten
14. forget
Ill never forget visiting napoleons tomb
15. cant help
I cant help worrying about it
16. keep
I keep hoping he will come
17. mention
She mentioned going to movie
18. mind
Would you mind helping me with this?
19. miss
I miss being with my family
20. postpone
Lets postpone leaving tomorrow
21. practice
The athlete practiced throwing the ball
22. quit
He quit trying to solve the problem
23. recall
I dont recall meeting him before
24. recollect
I dont recollect meeting him before
30
Azar, op.cit., p. 168.
26
25. recommend
She recommended seeing the show
26. regret
I regret telling him my secret
27. remember
I can remember meeting him when I was a child
28. resent
I resent her interfering in my business
29. resist
I couldnt resist eating the desert
30. risk
She risks losing all of her money
31. stop
She stopped going to classes when she got sick
32. suggest
She suggested going to a movie
33. tolerate
She wont tolerate cheating during an examination
34. understand
I dont understand his leaving school
d. Gerund as the Complement of a Sentence

Gerund can be used as the complement of a sentence. However, as
complement, gerund usually sounds more like normal spoken English.
If this sounds confusing, just remembering that 90% of the time, one
will use a gerund as the subject or complement of a sentence.
Example:
1) My uncle favorite hobby is reading
2) His job is photographing
3) The last lesson is speaking
Beside the explanation above, there are some words that are
followed by gerund. They are go and no. According to Betty Schrampfer
Azar the word go is followed by gerund in certain idiomatic expression
to express, for the most part, recreational activities.31
Example:
a. go boating
b. go camping
c. go fishing
31
Azar, op.cit, p. 156
27
According to Michael Swan no is often used with an ing form to

say that something is not allowed, or impossible. The structure often
occurs alone in notice; it can also follow there is.32
Examples:
a. No smoking
b. Sorry, theres no smoking here.
Betty Schrampfer Azar said that some verbs can be followed by
either infinitive or gerund, sometimes with no difference in meaning and
sometimes with a different meaning.
a. Verbs + Infinitive or gerund (with no difference in meaning)
- begin
- like
- hate
- start
- love
- 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
Swan, op.cit., p. 279.
28
3) Remember + Gerund: remember (recall) something that happened

in the past.
Example: I remember seeing the Alps for the first time.
Remember + Infinitive: remember to perform responsibility, duty,
or task.
Example: Judy always remember to lock the door.
4) Try + Gerund: experiment with a new or different approach to see
if it works.
Example: The room wa hot. I tried opening the window.
Try + Infinitive: make an effort
Example: I am trying to learn English.
5. Errors in Using Gerund

The students usually make errors when they learn gerund as it
mentioned in the chapter one. They make errors because of their own
language, they are also confused in differentiating infinitive and gerund
that is used in the sentence. Betty Schrampfer Azar said that some verbs
can be followed by either infinitive or gerund, sometimes with no
difference in meaning and sometimes with a difference meaning. 33 They
are also confused in determining the usages of gerund as object of
preposition and gerund as direct object of certain verbs, and they are
confused in the difference in using participle and gerund in the sentence.
Sometimes we are still confused in adding ing to the verb when
forming the gerund. If there is more than one consonant, just add ing,
e.g. think + ing = thinking. If there is more than one vowel, just add
ing, e.g. beat ing = beating. If there is one vowel and one consonant,
and the syllable is stressed, double the consonant and add ing, e.g. hit
+ t + ing = hitting. If there are one or more consonants and e, remove
the e and add ing, e.g. take + ing = taking. If the verb ends in ee,
make no change, e.g. see + ing = seeing. If hte verb ends in W, X, or Y
33
Azar, op.cit., p.157.
29
or in two consonants or in two vowels, make no change, e.g. say + ing

= saying, push + ing = pushing. If the last syllable of a longer verb is
stressed, double the consonant before ing, e.g. forget + t + ing =
forgetting.
C. Previous Related Study

The research about students ability in learning gerund has been done by
Ade Laili Akhiliyyah in 2009 under the title Analysis on the Difficulties
Faced by the Students in Learning Gerund at the First Grade of MTs Daarul
Amal Bekasi. She did this research to know not only their mistakes but also
their reasons why the students made mistakes. The result of that research is
the students were still difficult in determining uses of gerund especially in
determining the uses of gerund as object of preposition and gerund as direct
object of certain verbs.
A year later, Leti Lisdianty did a reasearch about Gerund in 2010 under
the title Analysis on Students Difficulties in Distinguishing Gerund and
Present Participle in Sentences at XI Grade Students of SMA PGRI 56
Ciputat, Tangerang. This research was made by her to know the students
comprehension about gerund and present participle. In fact, the result of that
research she found that there were many students who could not distinguish
the Gerund and the Present Participle.
Based on the researches that have been done by Ade Laili Akhiliyyah in
2009 and Leti Lisdianti in 2010. The researcher concludes that some
researchers found out that students still have difficulties in differentiating
gerund and present participle, in determining the uses of gerund as object of
preposition and gerund as direct object of certain verbs. According to the
writers research, the students also still have lack of knowledge of the rules
on adding ing to the verb when forming gerund. The writer hopes that this
research will be useful for the teacher or another researcher who wants to
research about students error especially in learning and using gerund.
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
B. Place and Time of Study

The research was held at SMK Taman Ilmu Depok which located on
Jl. H. Sulaiman No. 9, Bedahan, Sawangan, Depok, from Friday 30th of
November 2012 to Friday 7th of December 2012.
C. Subject of the Study

The subject of the study is the second grade students of SMK Taman
Ilmu Depok that consists of three classes. There were 98 XI grade students
who studied at SMK Taman Ilmu Depok which was divided into three classes
namely XI Administrasi Perkantoran consisted of 43 students, XI Tata Niaga
consists of 36 students, and XI Teknik Otomotif consists of 19 students.
The technique of sampling used by the writer is Simple Random
Sampling because the population that the writer observed was homogeny
(students of the second year). The sample was taken randomly. From the
three classes, he only took 10 students from every class. 10 students from XI
Administrasi Perkantoran, 10 students from XI Tata Niaga, and 10 students
from XI Teknik Otomotif. So, the total population that he took as sample is
30 students.
D. Instrument of the Research

To get the data in this research, the writer used three instruments that
consisted of English test, observation, and interview to complete the data that
were needed for this study.
The test was used to know what the errors faced by the students in
learning gerund. The test consists of 32 items. 8 items consist of gerund as
subject of a sentence, 8 items consist of gerund as object of preposition, 8
items consist of gerund as direct object of certain verbs, and 8 items consist of
gerund as the complement of a sentence. Those items are filling the blanks
and completing the sentence.
32
The observation was used to to observe the teaching learning process

that was conducted by the English teacher in the classroom and also to know
the book which was used during the classroom activity.
This interview was used to know the difficulties faced by students in
learning gerund.
E. Technique of Data Collecting

In completing the data, the writer used some techniques of data
collecting such as:
1. English Test
In this technique, the writer gave the test about gerund that is aimed
to know the students achievement after learning it and also to know their
errors in making or combining the sentences about gerund.
2. Observation
The writer came into the classroom as an observer to see teachers
method in explaining gerund and to know the book which was used during
the classroom activity.
3. Interview
The data of this study was also collected by using interview
technique. This technique is used to add the data needed which were not
covered by test, such as the causes of students errors in learning gerund.
Therefore, this interview was also used to convince the researcher about
the data gained through other techniques.
F. Technique of Data Analysis

The writer followed some steps of error analysis which were adopted
from Corder.2 Firstly, the writer collected the data by doing observation, doing
interviews and giving test to the sample of his study. Furthermore, the data
which derived from observation and interviews were used as supporting data
2
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.
Allan G. Bluman, Elementary Statistics: A Step by Step Approach, 5 th edition, (New

York: The McGraw-Hill Companies, Inc., 2004), p. 68.
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
Gerund as Subject of a Sentence
1, 5, 9, 13, 17, 21, 25, 29
Gerund as Object of Preposition
2, 6, 10, 14, 18, 22, 26, 30
Gerund as Direct Object of Certain Verbs
3, 7, 11, 15, 19, 23, 27, 31
Gerund as the Complement of a Sentence
4, 8, 12, 16, 20, 24, 28, 32

Adapted from students test item
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
To make it easier to read, the writer presents it in the following table

below:
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%
O = Omission; A = Addition; M-S = Misformation.
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.
a. Gerund as Subject of a Sentence

Table 4.3.
Frequency of Errors in Gerund as Subject of a Sentence
No.
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
In the table above, there were 9 students and 9 errors committed in

item number 1 with 9.37%, there were 8 students and 8 errors committed
in item number 5 with 8.33%, there were 6 students and 6 errors
committed in item number 9 with 6.25%, there were 20 students and 20
errors committed in item number 13 with 20.83%, there were 3 students
and 3 errors committed in item number 17 with 3.13%, there were 24
students and 24 errors committed in item number 21 with 25%, there
were 4 students and 4 errors committed in item number 25 with 4.17%,
there were 22 students and 22 errors committed in item number 29 with
22.92%.
40
b. Gerund as Object of Preposition

Table 4.4.
Frequency of Errors in Gerund as Object of preposition
No.
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
Based on the table above, there were 25 students and 25 errors

students and 21 errors committed in item number 14 with 14.19%, there
were 21 students and 21 errors committed in item number 18 with
14.19%, there were 5 students and 5 errors committed in item number 22
with 3.38%, there were 15 students and 15 errors committed in item
number 26 with 10.13%, there were 21 students and 21 errors committed
in item number 30 with 14.19%.
41
c. Gerund as Direct Object of Certain Verbs

Table 4.5.
Frequency of Errors in Gerund as Direct Object of Certain Verbs
No.
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
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
committed in item number 31 with 12.30%.
42
d. Gerund as the Complement of a Sentence

Table 4.6.
Frequency of Errors in Gerund as the Complement of a Sentence
No.
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
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:
*Swiming in the winter can boost your immune system. (Committed

by students 1, 2, 3)
*We went runing in the morning. (Committed by students 4, 8, 9)
*I am used to joging in the morning. (Committed by students 13, 14,

15)
*Her bad habit is forgeting herself in her duty. (Committed by

students 25, 28, 29, 30)
Suggested correction
Swimming in the winter can boost your immune system.
We went running in the morning.
I am used to jogging in the morning.
Her bad habit is forgetting herself in her duty.

From the example above, the students committed an important
letter which should exist within a morpheme. They omitted double

consonant before adding ing for a words which have vowel before
ending by consonant.
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
*Smokeing costs a lot of money. (Committed by students 6, 15, 18,

20)
*He is interested in makeing friends. (Committed by students 18,

19, 21, 25)
*Lets postpone leaveing until tomorrow. (Committed by students

13, 15, 18, 22)
*What makes Jessy scared is closeing all windows alone in the

night. (Committed by students 3, 13, 20, 25)
Smoking costs a lot of money.
He is interested in making friends.
Lets postpone leaving until tomorrow.
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:
*Sells a drug is illegal. (Committed by students 5, 6, 7, 30)
*She gets full credit for rehabilitates the neighborhood. (Committed

by students 1, 2, 3, 4, 5)
*I wouldnt miss to see that lovely film for the world. (Committed
by students 2, 3, 4, 7)
*His favourite hobby is to play online games. (Committed by

students 12, 26)
45
Selling a drug is illegal.
She gets full credit for rehabilitating the neighborhood.
I wouldnt miss seeing that lovely film for the world.
His favourite hobby is playing online games.

The example above showed that students failed to choose the
correct form or word. Some students committed misformation errors

because they used to instead of -ing. Besides that, they used s/es
instead of-ing in the end of the word.
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:
Sue is in charge of organizeing the meeting. (Committed by

students: 25, 28)
You might get in trouble for fakeing an illness to avoid work.

(Committed by students 13, 15, 20, 25)
The example above showed that the students created errors by
applying and adding the -ing form without deleting the e letter in
the end of the word. It should be organizing and faking.
46
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. This is a type of
generalization or transfer, since the learner is making use of a
previously acquired rule in a new situation. Some rule restriction errors
may be accounted for in terms of analogy; other instances may result
from the rote learning of rules. For example:
Travels might satisfy your desire for new experiences. (Committed

by students: 1, 3, 4, 5, 6)
Selles a drug is illegal. (Committed by students 2, 3, 4)
He denied to take the car. (Committed by students 17, 19, 26)

From the example above, the students committed errors by adding
s/es and to without paying attention towards the rule which

discussed
about
the
-ing
form
or
gerund.
It
should
be
traveling/traveling, selling, and taking.
c. Incomplete Application of Rules

Incomplete application of rule covers students failure to apply rule
completely. For example:
Swiming in the winter can boost your immune system. (Committed

by students: 1, 2, 3)
We went runing in the morning. (Committed by students 4, 8, 9)
I am used to joging in the morning. (Committed by students 13, 14,

15)
Her bad habit is forgeting herself in her duty. (Committed by

students 25, 28, 29, 30)
The examples above showed that some students committed errors
by omitting necessary morpheme and element because they did not

apply the rule completely. They should use double consonant before
adding -ing because the rule for this is if there is a verb with one
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%
Sum of Errors in Uses of Gerund and %
591
100%
Adapted from students test score
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
second level of error is gerund as the complement of a sentence with frequency

of error 27.07%. The third level of error is gerund as object of preposition with
frequency of error 25.04%. And the last level is gerund as subject of a sentence
with frequency of error 16.25%.
The writer also interprets the data based on the types of error from
students answer sheet. It was presented in the following table below:
Table 4.9.
Types of Error
No.
Types of Errors
Frequency of Errors
Percentage
1.
Misformation
424
71.74%
2.
Omission
123
20.81%
3.
Addition
44
7.45%
591
100%
Sum of Errors and %
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
of rule restrictions as the most serious errors, because most of students

applied the rules to the context they did not apply.
To sum up, it showed that gerund is not easy to learn. The students
should not only pay attention to the general rules but also to the exceptions
and these sometimes lead them to commit some errors. In this case, the
misformation of the correct form of gerund becomes the dominant error
which has 424 errors or 71.74% of the total errors. Furthermore, the errors
which are caused by students ignorance of rule restrictions are considered as
the most serious errors of all.
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
Azar, Betty Schramper. Understanding and Using English Grammar, New Jersey:
Prentice Hall, Inc., 1992.
Bluman, Allan G.. Elementary Statistics: A Step by Step Approach, 5th edition,
New York: The McGraw-Hill Companies, Inc., 2004.
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.
53
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.
Continue to next page
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
Smokes costs a Misformation.

lot of money.
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
word and add

ing.
S 16
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
Smokes costs a Misformation.

lot of money.
The
word Smoking costs
smokes in a
lot
of
V1 should be money.
smoking in
V-ing
S 30
9
S1
S2
Travels might Misformation.

satisfy
your
desire for new
experiences.
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S3

satisfy
your
desire for new
experiences.
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S4

satisfy
your
desire for new
experiences.
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S5

satisfy
your
desire for new
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.

satisfy
your
desire for new
experiences.
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

satisfy
your
desire for new
experiences.
The
word
travels in
V1 should be
traveling/tra
velling in Ving.
Traveling/trav
elling might
satisfy
your
desire for new
experiences.
S1
Swiming in the Omission.

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.
S2

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.
S3

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
Swimming in
the winter can
boost
your
immune
system.
62
stressed.
S4
S5
S6
S7
S8

winter
can
boost
your
immune
system.

winter
can
boost
your
immune
system.

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.
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

winter
can
boost
your
immune
system.

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.
Swimming in
the winter can
boost
your
immune
system.
S 13

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.
S 14

winter
can
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

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.
S 16

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
Swimming in
the winter can
boost
your
immune
system.
S 17
S 18

winter
can
boost
your
immune
system.
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

winter
can
boost
your
immune
system.
S 24

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.
S 25

winter
can
boost
your
immune
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

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.
S 28

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.
S 29

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
Swimming in
the winter can
boost
your
immune
system.
67
consonant,
and
the
syllable
is
stressed.
17
S 30

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.
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
Listens to rock Misformation.

songs
sometimes
tires me out.
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
Use double hobby.

consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
S 12
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
Use double hobby.

consonant
p if there is
one
vowel
and
one
consonant,
and
the
syllable
is
stressed.
S 16
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
Speaks in the Misformation.

public always
makes
him
embarrassed.
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
Speaks in the Misformation.

public always
makes
him
embarrassed.
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
To speak in the Misformation.

public always
makes
him
embarrassed.
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
Speakes in the Misformation.

public always
makes
him
embarrassed.
S 29
S 30
S1
Avoides is not Misformation.

the
right
solving.
The word
avoides in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S2
Avoids is not Misformation.

the
right
solving.
The word
avoids in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S3

the
right
solving.
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

the
right
solving.
S6
S7
The word
avoides in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S8

the
right
solving.
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
To avoid is not Misformation.

the
right
solving.
S 13

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 14

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 15

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 16

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 17

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 18

the
right
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
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 20

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 21

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 22

the
right
solving.
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
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 25

the
right
solving.
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
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 28

the
right
solving.
The word to
avoid in V1
(to infinitive)
should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 29

the
right
solving.
The word
avoids in
V1 should be
avoiding in
V-ing
Avoiding
is
not the right
solving.
S 30

the
right
solving.
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
She gets full Misformation.

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S2

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S3

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S4

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S5

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S6

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S7

credit
for
The word
She gets full
rehabilitates in credit
for
82
rehabilitates
the
neighborhood.
V1 should be
rehabilitating
in V-ing
rehabilitating
the
neighborhood.
S8

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S9

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S 10
S 11 She gets full Misformation.

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S 13 She gets full Addition.

credit
for
rehabilitateing
the
neighborhood.
The
word
rehabilitateing
in V1 should be
rehabilitating.
Remove
the
letter e in the
end of the word
and add ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit for to
rehabilitate
the
The word to
rehabilitate in
V1 should be
rehabilitating
She gets full

credit
for
rehabilitating
the
83
neighborhood.
S 16
in V-ing
-
neighborhood.
-

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit
for
rehabilitateing
the
neighborhood.
The
word
rehabilitateing
in V1 should be
rehabilitating.
Remove
the
letter e in the
end of the word
and add ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit for to
rehabilitate
the
neighborhood.
The word to
rehabilitate in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
S 23
S 24

credit
for
rehabilitateing
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

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit
for
rehabilitateing
the
neighborhood.
The
word
rehabilitateing
in V1 should be
rehabilitating.
Remove
the
letter e in the
end of the word
and add ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.

credit
for
rehabilitates
the
neighborhood.
The word
rehabilitates in
V1 should be
rehabilitating
in V-ing
She gets full

credit
for
rehabilitating
the
neighborhood.
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-
You might get

in trouble for
faking
an
illness to avoid
You might get Misformation.

in trouble for
fakes
an
illness
to
88
avoid work.
ing
work.
S2

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.
S3

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.
S4
S5
S6

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.
S7

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.
S8
S9
S 10
S 11 You might get Misformation.

in trouble for
to fake an
illness
to
avoid work.
The word to
fake in V1/to
infinitive should
be faking in
V-ing
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
to fake an
illness
to
avoid work.
The word to
fake in V1/to
infinitive should
be faking in
V-ing
You might get

in trouble for
faking
an
illness to avoid
work.
S 13 You might get Addition.

in trouble for
fakeing
an
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.

in trouble for
to fake an
illness
to
avoid work.
The word to
fake in V1/to
infinitive should
be faking in
V-ing
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
fakeing
an
illness
to
avoid work.
The
word
fakeing in V1
should
be
faking.
Remove
the
letter e in the
end of the word
and add ing
You might get

in trouble for
faking
an
illness to avoid
work.
S 16
S 17

in trouble for
to fake an
illness
to
avoid work.
S 19
The word to
fake in V1/to
infinitive should
be faking in
V-ing
-
You might get

in trouble for
faking
an
illness to avoid
work.
-

in trouble for
fakeing
an
illness
to
avoid work.
The
word
fakeing in V1
should
be
faking.
Remove
the
letter e in the
end of the word
and add ing
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.
S 22
90
S 23

in trouble for
to fake an
illness
to
avoid work.
The word to
fake in V1/to
infinitive should
be faking in
V-ing
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
fakeing
an
illness
to
avoid work.
The
word
fakeing in V1
should
be
faking.
Remove
the
letter e in the
end of the word
and add ing
You might get

in trouble for
faking
an
illness to avoid
work.
S 26
14

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.

in trouble for
fakes
an
illness
to
avoid work.
The word
fakes in V1
should be
faking in Ving
You might get

in trouble for
faking
an
illness to avoid
work.
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
It has been a Misformation.

good way of
saves money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
S3

good way of
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.

good way of
saves money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.
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
S7
S8
S9
S 10
S 11
S 12 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
S 13 It has been a Addition.

good way of
saveing
money.
The
word It has been a
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing

good way of
to
save
money.
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
good way of
saveing
money.
The
word It has been a
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing

good way of
to
save
money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.

good way of
to
save
money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.

good way of
to
save
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

good way of
to
save
money.
The word to
save in V1/to
infinitive should
be saving in
V-ing

good way of
saveing
money.
The
word It has been a
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing

good way of
to
save
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.
good way of
to
save
money.
The word to
save in V1/to
infinitive should
be saving in
V-ing

good way of
saveing
money.
The
word It has been a
should
be saving money.
saving.
Remove
the
letter e in the
end of the word
and add ing

good way of
to
save
money.
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.

good way of
saves money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.

good way of
to
save
money.
The word to
save in V1/to
infinitive should
be saving in
V-ing
It has been a
good way of
saving money.

good way of
saves money.
The word
saves in V1
should be
saving in Ving
It has been a
good way of
saving money.

good way of
saves 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.
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
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
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
Sue in charge Misformation.

of organizes
the meeting.
The
word Sue in charge
organizes in of organizing
V1 should be the meeting.
organizing in
V-ing
S2

of organizes
the meeting.
The
word Sue in charge
organizing in
V-ing
S3
S4

of organizes
the meeting.
The
word Sue in charge
organizing in
V-ing
S5
S6
S7
99
S8
S9
S 10
S 11 Sue in charge Misformation.

of to organize
the meeting.
S 12
The word to Sue in charge

organize
in of organizing
V1/to infinitive the meeting.
should
be
organizing in
V-ing
-

of to organize
the meeting.

organize
in of organizing
should
be
organizing in
V-ing

of to organize
the meeting.

organize
in of organizing
should
be
organizing in
V-ing

of to organize
the meeting.

organize
in of organizing
should
be
organizing in
V-ing
S 16

of to organize
the meeting.

organize
in of organizing
should
be
organizing in
V-ing

of to organize
the meeting.

organize
in of organizing
should
be
organizing in
100
V-ing
S 19
S 20

of to organize
the meeting.
S 22

of to organize
the meeting.
S 24
S 25 Sue in charge Addition.

of organizeing
the meeting.
S 26

organize
in of organizing
should
be
organizing in
V-ing
-

organize
in of organizing
should
be
organizing in
V-ing
-
The
word Sue in charge
organizeing in of organizing
organizing.
Remove
the
letter e in the
end of the word
and add ing
-

of to organize
the meeting.

organize
in of organizing
should
be
organizing in
V-ing
S 28 Sue in charge Addition.

of organizeing
the meeting.
The
word Sue in charge
organizeing in of organizing
organizing.
Remove
the
letter e in the
end of the word
101
and add ing

of organizes
the meeting.
S 30
30
The
word Sue in charge
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
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S3
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S4
joging in the
The
word Im used to
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.
-
joging in the
morning.
joging in the
morning.
S 10 Im used to Omission.
joging in the
morning.
The
word Im used to
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
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
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
103
consonant and
the syllable is
stressed.
S 11
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
104
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
S 17
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
-
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
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
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 26
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
106
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
should
be morning.
jogging.
Double
the
consonant
if
there is one
vowel and one
consonant and
the syllable is
stressed.
joging in the
morning.
The
word Im used to
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 haves Misformation. The

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing
I regret having
told you that
you were too
weak to pass
the exam.
S2

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing
I regret having
told you that
you were too
weak to pass
the exam.
S3

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing
I regret having
told you that
you were too
weak to pass
the exam.
S4

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing
I regret having
told you that
you were too
weak to pass
the exam.
S5

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing
I regret having
told you that
you were too
weak to pass
the exam.
S6

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing
I regret having
told you that
you were too
weak to pass
the exam.
S7

word I regret having
told you that
haves in V1 told you that
108
you were too

weak to pass the
exam.
should
be you were too
having in V- weak to pass
ing
the exam.
S8
I regret to have Misformation. The word to

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving
I regret having
told you that
you were too
weak to pass
the exam.
S9
I regret to have Misformation. The word to

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving
I regret having
told you that
you were too
weak to pass
the exam.
S 10 I regret to have Misformation. The word to

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving
I regret having
told you that
you were too
weak to pass
the exam.

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving
I regret having
told you that
you were too
weak to pass
the exam.

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving.
I regret having
told you that
you were too
weak to pass
the exam.
S 13 I regret haveing Addition.

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

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving.
I regret having
told you that
you were too
weak to pass
the exam.

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving.
I regret having
told you that
you were too
weak to pass
the exam.

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving.
I regret having
told you that
you were too
weak to pass
the exam.

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving.
I regret having
told you that
you were too
weak to pass
the exam.

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.
-

told you that
have in V1/to
you were too
infinitive
weak to pass the
should
be
exam.
having in Ving.
I regret having
told you that
you were too
weak to pass
the exam.
S 21 I regret had told Misformation. The

word I regret having
you that you
had in V1 told you that
110
were too weak

to pass the
exam.
should
be you were too
having in V- weak to pass
ing.
the exam.
S 22
S 23

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.

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
S 27 I regret haves Misformation. The

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing.
I regret having
told you that
you were too
weak to pass
the exam.

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing.
I regret having
told you that
you were too
weak to pass
the exam.

word
told you that
haves in V1
you were too
should
be
weak to pass the
having in Vexam.
ing.
I regret having
told you that
you were too
weak to pass
the exam.
S 30
111
S1
We went runing Omission.

in the morning.
S2
We went runs in Misformation. The

word We
went
the morning.
runs in V1 running in the
should
be morning.
running in
V-ing.
S3
We went rening Misformation. The

word We
went
in the morning.
rening in V1 running in the
should
be morning.
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
S4

in the morning.
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
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
-

word We
went
the morning.
should
be morning.
running in
112
V-ing.
S7

word We
went
the morning.
should
be morning.
running in
V-ing.
S8

in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
S9

in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 10 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 11 We went runing Omission.
in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
113
the syllable is
stressed.
went
in the morning.
infinitive
morning.
should
be
running in
V-ing.
in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.

went
in the morning.
infinitive
morning.
should
be
running in
V-ing.
in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.

went
in the morning.
infinitive
morning.
should
be
running in
V-ing.
114

went
in the morning.
infinitive
morning.
should
be
running in
V-ing.
S 18
S 19

in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.

in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.

in the morning.
The
word We
went
runing
in running in the
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
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.

went
in the morning.
infinitive
morning.
should
be
running in
V-ing.
in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.

went
in the morning.
infinitive
morning.
should
be
running in
V-ing.
in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
116
stressed.
in the morning.
The
word We
went
runing
in running in the
running.
Double
the
consonant if
there is one
vowel and one
consonant and
the syllable is
stressed.
S 29 We went runs in Misformation. The

word We
went
the morning.
should
be morning.
running in
V-ing.
S 30 We went runs in Misformation. The
word We
went
the morning.
should
be morning.
running in
V-ing.
11
S1
S2
I wouldnt miss Misformation. The word to

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S3

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S4

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
117
S5
S6
S7

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S8

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S9

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S 10 I wouldnt miss Misformation. The word to

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S 13
S 14
118
S 15

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
S 21 I wouldnt miss Misformation. The

word
sees that lovely
sees
in
film for the
V1/to
world.
infinitive
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
should
be
I
wouldnt
miss
seeing
that
lovely
film for the
119
seeing in V- world.
ing.
the world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
S 24

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
S 26
I
wouldnt
miss
seeing
that
lovely
film for the
world.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
-

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.

to
see
that
see in V1/to
lovely film for
infinitive
the world.
should
be
seeing in Ving.
I
wouldnt
miss
seeing
that
lovely
film for the
world.
120
15
S1
He denied takes Misformation. The

word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
S2
He denied to Misformation. The word to He

denied
takes the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
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

word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
S7
He denied
take the car.
S8

word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
to Misformation. The word to He

denied
take in V1/to taking the car.
infinitive
should
be
taking in Ving.
121
S9
S 10 He denied
take the car.

denied
infinitive
should
be
taking in Ving.
S 11
S 12
S 13 He denied
take the car.

denied
infinitive
should
be
taking in Ving.
S 14 He
word He
denied
takking the car.
takking in taking the car.
V1 should be
taking in Ving.
S 15 He denied
take the car.

denied
infinitive
should
be
taking in Ving.
S 16 He denied
take the car.

denied
infinitive
should
be
taking in Ving.
S 17 He denied
take the car.

denied
infinitive
should
be
taking in Ving.
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.

denied
infinitive
should
be
taking in Ving.
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 21 He denied taked Misformation. The

word He
denied
the car.
taked in V2 taking the car.
should
be
taking in Ving.
S 22
S 23
S 24
S 25
S 26 He denied
take the car.

denied
infinitive
should
be
taking in Ving.
S 27 He denied takes Misformation. The

word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
123
taking in Ving.
word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
word He
denied
the car.
takes
in taking the car.
V1/to
infinitive
should
be
taking in Ving.
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 Misformation. The

word
finished workis
workis
in
on their job at 5
V1 should be
oclock.
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.
S4
S5
S6

word
finished works
works in V1
on their job at 5
should
be
oclock.
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.
S7

word John
and
finished to work
works
in Susan finished
on their job at 5
V1/to
working
on
124
oclock.
S8
S9
infinitive
their job at 5
should
be oclock.
working in
V-ing.
-

word
finished work
work in V1
on their job at 5
should
be
oclock.
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.
S 10 John and Susan Misformation. The

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.
S 11

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
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

word
finished worked
worked in
on their job at 5
V2 should be
oclock.
working in
V-ing.
S 22
John
and
Susan finished
working
on
their job at 5
oclock.
-

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.
S 25

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.

word
finished works
works in V1
on their job at 5
should
be
oclock.
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.

word
finished to work
works
in
on their job at 5
V1/to
oclock.
infinitive
should
be
working in
V-ing.
John
and
Susan finished
working
on
their job at 5
oclock.
126
S 29

word
finished works
works in V1
on their job at 5
should
be
oclock.
working in
V-ing.
23
John
and
Susan finished
working
on
their job at 5
oclock.
S1
She
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
word She
denied
commitis
the
commitis in committing the
crime.
V1 should be crime.
committing
in V-ing.
S4
She
word She
denied
commits
the
commits in committing the
crime.
V1 should be crime.
committing
in V-ing.
S5
She
word She
denied
commits
the
crime.
V1 should be crime.
committing
in V-ing.
S6
She
word She
denied
commits
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
She denied to Misformation. The word to She

denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S8
She
word She
denied
commites
the
commites in committing the
crime.
V1 should be crime.
committing
in V-ing.
S9
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 10 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 11 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 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.

denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
denied
commit
the
commit
in committing the
129
crime.
V1 should be crime.
committing
in V-ing.

denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 18 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.

denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 21 She
word She
denied
commited the
commited in committing the
crime.
V1 should be crime.
committing
in V-ing.
S 22 She
denied Omission.
commiting the
crime.
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.
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
denied
commit
the
commit
in committing the
crime.
V1 should be crime.
committing
in V-ing.
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
word She
denied
commits
the
crime.
V1 should be crime.
committing
in V-ing.
27
S1
Lets postpone Misformation. The

word Lets postpone
leaves
until
leaves in V1 leaving until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S2

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S3

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S4
Lets postpone Misformation. The word to Lets postpone

to leave until
leave
in leaving until
132
tomorrow.
V1/to
infinitive
should
leaving
V-ing.
tomorrow.
be
in
S5

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S6

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S7

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S8

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S9

word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
S 10 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.
to leave until
leave
in leaving until
tomorrow.
V1/to
tomorrow.
infinitive
should
be
133
leaving
V-ing.
S 12
S 13 Lets postpone Addition.

leaveing until
tomorrow.
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

to leave until
leave
in leaving until
tomorrow.
V1/to
tomorrow.
infinitive
should
be
leaving in
V-ing.
leaveing until
tomorrow.
The
word Lets postpone
leaving.
Remove the
letter e in
the end of the
word and add
ing

to leave until
leave
in leaving until
tomorrow.
V1/to
tomorrow.
infinitive
should
be
leaving in
V-ing.
to leave until
leave
in leaving until
tomorrow.
V1/to
tomorrow.
infinitive
should
be
leaving in
V-ing.
134

leaveing until
tomorrow.
The
word Lets postpone
leaving.
Remove the
letter e in
the end of the
word and add
ing
S 19
S 20

to leave until
leave
in leaving until
tomorrow.
V1/to
tomorrow.
infinitive
should
be
leaving in
V-ing.
leaveing until
tomorrow.
S 23
The
word Lets postpone
leaving.
Remove the
letter e in
the end of the
word and add
ing
-

leaveing until
tomorrow.
The
word Lets postpone
leaving.
Remove the
letter e in
the end of the
word and add
ing

leaveing until
tomorrow.
The
word Lets postpone
leaving.
Remove the
135
letter e in
the end of the
word and add
ing
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
tomorrow.
should
be tomorrow.
leaving in
V-ing.
word Lets postpone
leaves
until
tomorrow.
should
be tomorrow.
leaving in
V-ing.
word Lets postpone
leaves
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.
Misformation. The word to

see in V1/to
infinitive
should
be
seeing in Ving.
-

see in V1/to
infinitive
should
be
seeing in V-
She
recommended
seeing
the
show.
She
recommended
seeing
the
show.
136
ing.
S5
S6
S7
She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S8
She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S9
She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 10 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 11 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 12 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 13
137
S 14 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 15 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 16 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 17 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 18 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 19 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 20 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
138
S 21 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 22 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 23 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 24
S 25
S 26 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 27 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 28 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
She
recommended
seeing
the
show.
S 29 She
recommended
to see the show.
Misformation. The word to She

see in V1/to recommended
infinitive
seeing
the
139
should
be show.
seeing in Ving.
S 30 She
recommended
to see the show.

see in V1/to
infinitive
should
be
seeing in Ving.
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
Mikes favorite Misformation.

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S2

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S3

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S4

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S5

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S6

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S7

leisure is lies
The
word Mikes
lies in V1 favorite
141
down on the job.
should
be leisure
is
laying in V- laying down
ing.
on the job.
S8

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S9

leisure is lies
down on the job.
The
word
lies in V1
should
be
laying in Ving.
Mikes
favorite
leisure
is
laying down
on the job.
S 10 Mikes favorite Addition.

leisure is lieing
down on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.
S 11 Mikes favorite Misformation.

leisure is lieng
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.

leisure is to lie
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.

leisure is ling
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

leisure is to lie
down on the job.
The word to
lie in V1/to
infinitive
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is to lie
down on the job.
The word to
lie in V1/to
infinitive
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is liing
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.

leisure is ling
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.

leisure is to lie
down on the job.
The word to
lie in V1/to
infinitive
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is linng
The
word Mikes
linng should favorite
143
down on the job.
be laying in leisure
is
V-ing which laying down
has different on the job.
meaning and
word.

leisure is to lie
down on the job.
The word to
lie in V1/to
infinitive
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is lieing
down on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is lieing
down on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is lieing
down on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is liing
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.

leisure is lieng
down on the job.
The
word Mikes
lieng should favorite
be laying in leisure
is
144
V-ing which laying down

has different on the job.
meaning and
word.
leisure is lieing
down on the job.
The
word
lieing should
be laying in
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is to lie
down on the job.
The word to
lie in V1/to
infinitive
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is to lie
down on the job.
The word to
lie in V1/to
infinitive
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is lies
down on the job.
The
word
lies in V1
should
be
different
meaning and
word.
Mikes
favorite
leisure
is
laying down
on the job.

leisure is lies
down on the job.
The
word
lies in V1
should
be
different
meaning and
Mikes
favorite
leisure
is
laying down
on the job.
145
word.
8
S1
Her bad habit is Misformation.

forgets herself in
her duty.
The
word
forgets
in
V1 should be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.
S2
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.
Her bad habit

is forgetting
herself in her
duty.
S3

forgetis herself
in her duty.
The
word
forgetis in
V1 should be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.
S4

to forget herself
in her duty.
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.
S5

to forget herself
in her duty.
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.
S6

forgeting herself
in her duty.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
Her bad habit

is forgetting
herself in her
duty.
146
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S7

forgets herself in
her duty.
The
word
forgets
in
V1 should be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.
S8

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.
Her bad habit

is forgetting
herself in her
duty.
S9

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.
Her bad habit

is forgetting
herself in her
duty.
S 11 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.
Her bad habit

is forgetting
herself in her
duty.

to forget herself
The word to Her bad habit

forget
in is forgetting
S 10
147
in her duty.
V1/to
herself in her
infinitive
duty.
should
be
forgetting in
V-ing.
S 13 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.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

forgeting herself
in her duty.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
Her bad habit

is forgetting
herself in her
duty.
148
if there is one
vowel and one
consonant, and
the syllable is
stressed.
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.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

forgeting herself
in her duty.
The
word
forgeting in
V1 should be
forgetting.
Use
double
consonant t
Her bad habit

is forgetting
herself in her
duty.
149
if there is one
vowel and one
consonant, and
the syllable is
stressed.
to forget herself
in her duty.
The word to
forget
in
V1/to
infinitive
should
be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

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
Her bad habit

is forgetting
herself in her
duty.
150
stressed.
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.
Her bad habit

is forgetting
herself in her
duty.

forgetes herself
in her duty.
The
word
forgetes in
V1 should be
forgetting in
V-ing.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

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.
Her bad habit

is forgetting
herself in her
duty.

forgeting herself
The
word Her bad habit
forgeting in is forgetting
S 26
151
12
in her duty.
V1 should be herself in her

forgetting.
duty.
Use
double
consonant t
if there is one
vowel and one
consonant, and
the syllable is
stressed.
S1
Their specialty Misformation.

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S2

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S3

is
to
fix
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S4

is
to
fix
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S5

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S6

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
152
S7

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S8

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S9

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S 10
S 11
S 12 Their specialty Misformation.

is
to
fix
computers.
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

is
to
fix
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.

is
to
fix
The word to Their

fix in V1/to specialty
infinitive
fixing
Their
specialty is
fixing
computers.
is
153
computers.
should
be computers.
fixing in Ving.

is
fixed
computers.
The
word
fixed
in
V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.

is
to
fix
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
S 23

is
to
fix
computers.
S 25
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
-
Their
specialty is
fixing
computers.

is
to
fix
computers.
The word to
fix in V1/to
infinitive
should
be
fixing in Ving.
Their
specialty is
fixing
computers.

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.

is
fixs
computers.
The
word
fixs in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.
154
16

is
fixes
computers.
The
word
fixes in V1
should
be
fixing in Ving.
Their
specialty is
fixing
computers.

is
fixs
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
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
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
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
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
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
likes
is
whatching the
children play.
-
S 11 What
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
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
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
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
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
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
One of her worst Misformation.

habits is tells
lies.
The
word One of her
tells in V1 worst habits
should
be is telling lies.
telling in Ving.
S3

habits is tellies
lies.
The
word One of her
tellies in V1 worst habits
should
be is telling lies.
telling in Ving.
S4
S5
S6

habits is to tell
lies.
The word to One of her

tell in V1/to worst habits
infinitive
is telling lies.
should
be
telling in V-
157
ing.
S7

habits is tell lies.
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 12 One of her worst Misformation.

habits is to tell
lies.
S 13

infinitive
is telling lies.
should
be
telling in Ving.
-

habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.

habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.

habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.

habits is to tell
lies.

infinitive
is telling lies.
should
be
158
telling in Ving.
habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.

habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.

habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.

habits is tell lies.
The
word One of her
tell in V1 worst habits
should
be is telling lies.
telling in Ving.

habits is to tell
lies.

infinitive
is telling lies.
should
be
telling in Ving.
S 23

habits is to tell
lies.
S 25

habits is to tell

infinitive
is telling lies.
should
be
telling in Ving.
-

159
lies.
S 27
24
infinitive
is telling lies.
should
be
telling in Ving.
-

habits is tells
lies.
The
word One of her
should
be is telling lies.
telling in Ving.

habits is tells
lies.
The
word One of her
should
be is telling lies.
telling in Ving.

habits is tells
lies.
The
word One of her
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
The word to What Henry

beg in V1/to hates
is
infinitive
begging
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.
The word to His favorite

play in V1/to hobby
is
infinitive
playing
should
be
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.
word What makes
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
word and add

ing
S 21
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
THE INSTRUMENT OF TEST

Name :
Class :
Complete the sentences with the correct form in the brackets!

1. (sell) ..... a drug is illegal.
2. She gets full credit for (rehabilitate) ..... the neighborhood.
3. I regret (have) ..... told you that you were too weak to pass the exam.
4. Mikes favorite leisure is (lie) ..... down on the job.
5. (smoke) ..... costs a lot of money.
6. Alexander dreams of (be) ..... a popstar.
7. We went (run) ..... in the morning.
8. Her bad habit is (forget) ..... herself in her duty.
9. (travel) ..... might satisfy your desire for new experiences.
10. You might get in trouble for (fake) ..... an illness to avoid work.
11. I wouldnt miss (see) ..... that lovely film for the world.
12. Their specialty is (fix) ..... computers.
13. (swim) ..... in the winter can boost your imune system.
14. He is interested in (make) ..... friends.
15. He denied (take) ..... the car.
16. What mother likes is (watch) ..... the children play.
17. (listen) ..... to rock songs sometimes tires me out.
18. It has been a good way of (save) ..... money.
19. John and Susan finished (work) ..... on their job at 5 oclock.
20. One of her worst habits is (tell) ..... lies.
21. (shop) ..... in abroad is Cindys hobby.
22. We insist on (cook) ..... the dinner ourselves.
23. She denied (commit) ..... the crime.
24. What Henry hates is (beg) ..... to someone.
172
25. (speak) ..... in the public always makes him embarrassed.

26. Sue is in charge of (organize) ..... the meeting.
27. Lets postpone (leave) ..... until tomorrow.
28. His favorite hobby is (play) ..... online games.
29. (avoid) ..... problem is not the right solving.
30. Im used to (jog) ..... in the morning.
31. She recommended (see) ..... the show.
32. What makes Jessy scared is (close) ..... all windows alone in the night.
173
Appendix 7
THE ANSWER KEY OF TEST

1. Selling
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
Name: AqurQ flq$tfO

Class : XI.TO
Completethe sentences
with the correct form in the brackets!
A 1. (sell).....a drugis illegal.lellrng

/)
2. She.gets
full creditfor (rehabilitate)
.....theneighborhood.
tehqbi lrtafr\$,
/7
3. I regret(hat'e).....told youthatyouweretoo weakto passtheexnm.havrng

4. Mike'sfavoriteleisureis (lie).....downonthejob. t\etng
,/o
5. (smoke).....costsa lot of money.lmatmg
/l
6. Alexanderdreamsof (be) ..... a popstat bAng
//
/K
o( 8. Herbadhabitis (forget).....herselfin herduty.FoCafirg
A 9.
(travel).....mightsatisffyourdesirefor newexperiences.
harBting
//1 10.Youmightgetin troublefor (fake).....anillnessto avoidwork.ft,fifa

/n
p\
h'
/K
1l. I wouldn'tmiss(see).....thatlovelyfilm for theworld. t0 See

12.Theirspecialty
is (fix) .....computetr.
ftxing
13.(swim).....in thewintercanboostyourimunesystem.
$W\fn{'nm3
/,/r'
14.He is interested
in (make).....friends.$ftAFt(E
,h
/x 15.Hedenied(take).....thecar. \aieng
'r/*
/n
16.Whatmotherlikesis (watch).....thechildrenplay.Utortdn'r(l|
17.(listen).....to rocksongssometimes
tiresmeout.\qLenrng
18.It hasbeena goodwayof (save).....money.

$ SgNte
419.JohnandSusanfinished(work).....ontheirjob at 5 o'clock.to UtOtb
trO. Oneof herworsthabitsis (tell).....lies.be$rb
'.
zt.(shop).....in abroadis Cindy'shobby.thoq'W
,/
rr. Weinsiston (cook).....thedinnerourselves.
COOkrno
,A
423. Shedenied(commit).....thecrime.to Cornmft
/
beill1a
X,24. WhatHenryhatesis (beg)...,.tosomeone.
D(
,/
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,
t. (sell).....a drugis illegal. Selfing

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178
Appendix 9
THE INSTRUMENT OF TEACHERS INTERVIEW
Interviewee
: Salman Fauzi, S.Pd.
Date/Day
: Friday, November 30, 2012
Place
: SMK Taman Ilmu Depok
1. Sejak kapan Bapak mengajar di sekolah ini?

Answer : Sejak tahun 2007.
2. Bagaimana antusiasme siswa terhadap mata pelajaran Bahasa Inggris
khususnya di kelas XI-AP?
Answer : Sebagian siswa antusiasmenya cukup tinggi dan ada beberapa
siswa yang biasa/acuh saja.
3. Dalam pengajaran Bahasa Inggris, metode pengajaran apa yang Bapak
gunakan selama ini?
Answer : CTL dan GTM, tapi kadang disesuaikan dengan situasi dan
keadaan siswa dan juga yang berkenaan dengan materi dan waktunya.
4. Apakah dengan metode pengajaran yang Bapak terapkan tersebut dapat
meningkatkan prestasi belajar siswa?
Answer : Secara bertahap dapat memacu semangat dan kualitas
pembelajaran mereka.
5. Fasilitas penunjang apa sajakah yang tersedia di sekolah ini khususnya
untuk mata pelajaran Bahasa Inggris?
Answer : Audio, Buku Paket, LKS, Kelas.
6. Mana yang lebih mudah diserap oleh siswa, Language Skills atau
Language Component?
Answer : Keduanya sama-sama sulit untuk mereka serap.
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.
8. Bagaimanakah Bapak mengajarkan Grammar terutama Gerund?

Answer : Grammar terutama Gerund diajarkan bersama-sama dengan
materi lainnya.
9. Apakah siswa mendapatkan kesulitan dalam menerima materi tersebut?

Answer : Iya, banyak.
10. Kesulitan apakah yang biasanya dihadapi siswa?

Answer : Mereka kesulitan dalam mengubah akhiran kata yang mempunyai
huruf vokal e dan kata yang mempunyai satu atau dua suku kata yang
diakhiri dengan huruf vokal + konsonan.
11. Apa tindakan yang Bapak lakukan sebagai langkah pemecahannya?

Answer : Memberikan penjelasan yang lebih dalam tentang materi
tersebut.
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
Salman Fauzi, S.Pd.
Interviewer
Muhammad Chotib Firdaus
180
Appendix 10
THE INSTRUMENT OF STUDENTS INTERVIEW
Interviewee
: Students
Date/Day
: Tuesday, Dec 4, 2012
Class
: Second Grade Classroom of SMK Taman Ilmu Depok
==========================================================
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
THE TRANSCRIPT OF STUDENTS INTERVIEW

1. Dari 15 siswa, yang menyatakan pelajaran bahasa Inggris gampang-gampang
susah yaitu sebanyak 60% atau 9 siswa, sedangkan yang menyatakan tidak
susah sebanyak 13,3% atau 2 siswa, yang menyatakan biasa saja sebanyak
13,3% atau 2 siswa, dan yang menyatakan susah sebanyak 13,3% atau 2
siswa.
2. Dari 15 siswa, yang menggunakan cara belajar dengan menggunakan kamus
dan LKS atau belajar sendiri sebanyak 60% atau 9 siswa, yang memahami
pelajaran dan penjelasan guru sebanyak 26,6% atau 4 siswa, yang menghafal
rumus atau kosakata sebanyak 6,6% atau 1 siswa, dan yang melalui
mendengarkan musik sebanyak 6,6% atau 1 siswa.
3. Dari 15 siswa, yang menyatakan cara belajar mereka dapat meningkatkan
prestasi mereka yaitu 93,3% atau 14 siswa, sedangkan yang menyatakan tidak
mempengaruhi prestasi mereka yaitu sebanyak 6,6% atau 1 siswa.
4. Dari 15 siswa, yang menyatakan fasilitas kebahasaan di sekolah dapat
membantu proses belajar bahasa Inggris sebanyak 73,3% atau 11 siswa,
sedangkan yang tidak dapat membantu proses belajar sebanyak 26,6% atau 4
siswa.
5. Dari 15 siswa, yang memiliki buku sumber lain selain buku paket bahasa
Inggris yang digunakan sebanyak 86,6% atau 13 siswa, sedangkan yang tidak
memiliki buku sumber lain selain buku paket bahasa Inggris yang digunakan
sebanyak 13,3% atau 2 siswa.
6. Dari 15 siswa, yang menyukai language skills sebanyak 66,6% atau 10 siswa,
sedangkan yang menyukai language components sebanyak 33,3% atau 5
siswa.
7. Dari 15 siswa, yang menyatakan pelajaran grammar gampang-gampang susah
sebanyak 20% atau 3 siswa, sedangkan yang menyatakan tidak susah
sebanyak 20% atau 3 siswa, dan yang menyatakan susah sebanyak 60% atau
9 siswa.
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
mengikuti dan memahami penjelasan guru tentang gerund sebanyak 46,6%

atau 7 siswa.
Ciputat, 08 Agustus2012
Nomor
Lampiran
Hal
:Istimewa
: I (satu)
: Pengajuan Judul Skripsi
Yth,
Ketua JurusanPendidikan BahasaInggris
Di
Tempat
Assalamu'slaikum Wr. llrb,

Salam silatunahmi, dan teriring doa semoga bapak selalu sukses dalam menjalankan
aktifitas sehari-hari. Mengingat akan berakhirnya masa studi saya di tingkat Strata I (S1),
maka sayayang bertandatangan dibawah ini:
Nama
NIM
Fakultas
Jurusan
105014000391
IlmuTarbiyahdanKeguruan
Inggris
Bahasa
Pendidikan
judul skripsimengenai:'AN ANALY,SISOI'STUDENTS'

Bermaksuduntukmengajukan
DIFFICALTIES IN LEARNING GERUNDIN THE SECOND GRADE OF SENIOR
HIGH SCHOOL" (Casestudyof theSecondyearStudentsof @ang
Sels{ffi) -fn4,g fo.v,.r,rv 1V*,,* Aopt*,
bagi Bapak,denganini sayalampirkan:
Sebagaibahanpertimbangan
1. Outline
2, Abstraksi
Sementara
3. DaftarKepustakaan
Demikianlahjudul skripsi ini saya ajukan, denganharapansemogaBapak berkenan
Atas perhatianBapak,
DosenPembimbingnya.
menyetujuidansekaligusdapatmenentukan
sayaucapkanterimakasih.
Wassalamu'alaikumWr. Wb.
ffi

105014000391
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KEMENTERIAN
AGAMA
UINJAKARTA
FITK
FORM(FR)
Jl. lr. H. Juanda No 95 CiDutat 15412 lndonesia
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
66AnError Analysis of Students' Abilify in Learning Gerund at Second

Grade of Senior High School" (A Case Study ut the Second Year Students of
SMK Taman Ilmu Depok)
Judul tersebut telah disetujui oleh Jurusanyang bersangkutanpada tanggal
08 Agustus 2012, abstraksi/outlineterlampir. Saudaradapat melakukan perubahan
redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu,
mohon pembimbing menghubungiJurusanterlebih dahulu.
Bimbingan skripsi ini diharapkan selesaidalam waktu 6 (enam) bulan, dan
dapatdiperpanjangselama6 (enam) bulan berikutnya tanpa surat perpanjangan.
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KEMENTERIAN
AGAMA
UINJAKARTA
FITK
FORM(FR)
Jl. lr. H. Juada No 95 CiDutat 15412 lndonesia
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
Gerund at SecondGrade of SeniorHigh School"(A CaseStudyat the Second

YearStudentsof SMK TamanIlmu Depok)
adalahbenarmahasiswa/i
FakultasllmuTarbiyahdan KeguruanUINJakartayang
sedang menyusun skripsi, dan akan mengadakanpenelitian (riset) di
instansi/sekolah/madrasah
yangSaudarapimpin.
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penelitian
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Yth. DekanFakultasllmu Tarbiyahdan Keguruan
UIN SyarifHidayatullahJakarta
di
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Assalamu'alaikum
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kepada:
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NIM
Fakultas
Jurusan
JudulSkripsi
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ChotibFirdaus
:105014000391
: llmuTarbiyah
danKeguruan
: Pendidikan
BahasaInggris
: An ErrorAnalysisof Students'
Abilityin Learning
Gerund
at SecondGradeof SeniorHighSchool(A CaseStudyat
the SecondYearStudentsof SMKTamanllmuDepok)
Telah melaksanakanpenelitiandi SMK Taman llmu Depok terhitungmulai tanggal

30
November2012.
Demikian
atasperhatian
dankerjasama
yangbaik,kamiucapkan
terimakasih.
Wassalamu'alaikum
Wr.Wb.
bryl

An Error Analysis in Using Gerund

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AN ERROR ANALYSIS OF STUDENTS ABILITY

DEPARTMENT OF ENGLISH EDUCATION

AN ERROR ANALYSIS OF STUDENTS'ABILITY IN

NIP: 1964121 991031002

DEPARTMENT OF ENGLISH EDUCATION

STUDENTS' ABILITY IN USING GERLTND"(A case Study at the Second year

CHAIRMAN : Drs. Syauki"M.Pd.

JI. Ir. H. JuandaNo 95 Ciputat15412lndonesia

DosenPembimbing : Drs. Syauki,M.Pd.

Denganini menyatakanbahwaskripsiyang sayabuat benar-benarhasil karya sendiri

Jakuta,3l Mei 2013

Keywords: Error, Gerund, and SMK Taman Ilmu Depok

Tujuan dari penelitian ini adalah untuk menemukan dan mengidentifikasi

LIST OF TABLES......................................................................................... vii

C. Previous Related Study 29

III RESEARCH METHODOLOGY................................... 30

CONCLUSION AND SUGGESTION........................... 50

A. Background of the Study

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann,

other nation, English is also to absorb and develop science, technology,

knowing how different grammatical elements can be strung together to make

B. Identification of the Problem

d. Classroom activity including how teacher delivers this material.

C. Limitation of the Problem

D. Formulation of the Problem

E. Objectives of the Study

F. Significances of the Study

Education.com, Error Analysis (Language), 2012,

The definitions above clarify that error analysis is an activity to

2. Distinction Between Error and Mistake

Brown, op.cit., p. 170.

knowledge about the target language (English) or by incorrect hypothesis

and Teaching Induced Error (Error Encouraged by Teaching Material

burden, with the omission of third person s.

Hubbard et.al., op.cit., pp. 140-142.

2) Over-generalization is associated with redundancy reduction, for

Hubbard et.al., loc.cit.

In this early stage, before the system of the second language is

interlingual and intralingual transfer and the context of learning as a

Jack C. Richard, Error Analysis: Perspectives on Second Language Acquisition,

comparative taxonomy, and communicative effect taxonomy.14

Dulay et.al., op.cit., pp. 146-172.

Mary (is the) president (of the) new company.

not only omit elements, which they regard as

redundant, but they also add redundant elements. Addition errors

He doesnt knows my name or we didnt went there.

Dulay et.al., loc.cit.

can characterize simple addition other than not appear in a

The fishes doesnt live in the water.

Misordering is a wrong placement of morpheme or a group of

Dulay et.al., loc.cit.

5. Goal of Error Analysis

a. It provides data from which inferences about nature of language

6. Procedure of Error Analysis

The fourth step is evaluation of errors. In this step, the teacher

should be Simple television

He is owing me Verb inappropriate owe is a stative He owes me ten

thousands verb construction.

verb and doesnt thousands rupiah.

According to Azar, Gerund is the-Ing form of a verb used as a

The gerund phrase is italicized; the simple gerund is underlined.24

If the verb ends in ee, make no change.

c. If the verb end in Y, W, X, or in two consonants, or in two vowels,

c. If the last syllable of a longer verb is stressed, double the consonant