i

ANALYZING STUDENTS‟ ERRORS IN USING INFINITIVE IN

WRITING PARAGRAPH

(A Descriptive Qualitative Research at the Third Semester Students of

English Department Muhammadiyah University of Makassar)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fullfillment of Recgruitment for the Degree

of Education in English Department

ISTIQAMA MANGALIA

105351111216

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

ii

iii

iv

v

vi

vii

viii

Jalan Sultan Alauddin No. 259Makassar

Telp : 0811 1782101(Secretary)

Email :prodibg@unismuh.ac.id Web :

bg.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : Istiqama Mangalia

Nim : 105351111216

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Analyzing Students‟ Errors in Using Infinitive in

Writing Paragraph at the Third Semester

Students of English Department Muhammadiyah

University of Makassar.

Dengan ini menyatakan,

Skripsi yang saya ajukan didepan tim penguji adalah “hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun”.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila dikemudian hari pernyataan ini tidak benar sesuai

dengan aturan yang berlaku.

Makassar, Februari 2021

Yang membuat pernyataan

Istiqama Mangalia

ix

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

Jalan Sultan Alauddin No. 259Makassar

Telp : 0811 1782101(Secretary)

Email :prodibg@unismuh.ac.id Web :

bg.fkip.unismuh.ac.id

g

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama :Istiqama Mangalia

Nim: 105351111216

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi :Analyzing Students‟ Errors in Using Infinitive in

Writing Paragraph at the Third Semester Students

of English Department Muhammadiyah University

of Makassar.

Dengan ini menyatakan perjanjian sebagai berikut :

1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi

dengan pembimbing, yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam penyusunan

skripsi saya.

4. Apabila saya melanggar perjanjian seperti butir 1, 2 dan 3, maka saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian surat perjanjian ini saya buat dengan penuh kesadaran

Makassar, February 2021

Yang membuat perjanjian

Istiqama Mangalia

x

MOTTO AND DEDICATION

“I want it, I Get It.”

“Keep Walking In Your Pain While You Are Still Able.”

By: Ali Bin Abu Thalib

DEDICATION

This thesis I dedicated for my beloved parents, My Sisters, my family, my

friends and all the people who love and pray for me. Thank you so much.

xi

ABSTRACT

Istiqama Mangalia. 2021, “Analyzing Students’ Errors in Using Infinitive

in Writing Paragraph at the Third Semester Students of English Department

Muhammadiyah University of Makassar.” Thesis of English Education

Department, Faculty of Teachers Training and Education, Muhammadiyah

University of Makassar. Supervised: Nur Qalby, and Junaid.

The purpose of this research is to analyze the types of errors of the third

semester students of the English department at Muhammadiyah Makassar

University in using the infinitive and also to find out the cause of the error. In this

study, researchers used a descriptive qualitative method in terms of percentages.

In collecting data, the researcher used writing test and interview method as the

research instrument.

The results of the study to determine the types of errors of students in

using the infinitive showed that the total errors of the students in using the

infinitive were 63 errors. This error consists of two types of errors, namely

omission and addition, where in omission there are 33 errors or 50.77%, while in

addition there are 30 errors or 46.16% percent. As for the causes of students'

errors in using the infinitive, that is, some students do not understand and do not

even know what the infinitive means and also the function of the infinitive itself.

Keywords: Analysis, Infinitive, descriptive paragraph

xii

ABSTRAK

Istiqama Mangalia. 2021. Analyzing Student’s Errors in Using Infinitive

in Writing Paragraph at the Third Semester Students of English Department

Muhammadiyah University of Makassar. Skripsi dari jurusan Pendidikan Bahasa

Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah

Makassar. Dibimbing oleh Nur Qalby dan Junaid.

Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan

mahasiswa semester tiga jurusan bahasa inggris di universitas muhammadiyah

makassar dalam menggunakan infinitif serta untuk mengetahui penyebab

kesalahannya. Dalam penelitian ini peneliti menggunakan metode kualitatif

deskriptif ditinjau dari persentase. Dalam pengumpulan data, peneliti

menggunakan tes menulis dan metode wawancara sebagai instrumen penelitian.

Hasil penelitian untuk mengetahui jenis kesalahan siswa dalam

menggunakan infinitif menunjukkan bahwa total kesalahan siswa dalam

menggunakan infinitif adalah 63 kesalahan. Kesalahan ini terdiri dari dua jenis

kesalahan yaitu penghilangan dan penjumlahan dimana pada kelalaian terdapat 33

kesalahan atau 50,77%, sedangkan kesalahan tambahan terdapat 30 kesalahan

atau 46,16% persen. Adapun penyebab kesalahan siswa dalam menggunakan

infinitif, yaitu sebagian siswa tidak memahami bahkan tidak mengetahui apa

artinya infinitif dan juga fungsi dari infinitif itu sendiri.

Kata Kunci: Analisis, Infinitif, Paragraf Deskriptif

xiii

AKNOWLEDGMENT

Alhamdulillahirabil 'alamin, the researcher expresses the highest gratitude to

Allah subhanahuwata'ala for blessings, love, opportunity, health, and grace for

completing this thesis. This thesis entitled "Analyzing the Students‟ Errors in

Using Infinitive in Writing Paragraph at the Third Semester Students of English

Department Muhammadiyah University of Makassar" was submitted as the final

requirement in completing a bachelor's degree at the Faculty of Teacher Training

and Education, Muhammadiyah University of Makassar.

In arranging this thesis, a lot of people have provided motivation, advice,

and support for the researcher. In this valuable chance, the researcher intended to

express his gratitude and appreciation to all of them. This goes to :

1. Prof. Dr. H. Ambo Asse, M.Ag. The Rector of the Muhammadiyah University

of Makassar for his advices during the researcher studies at the University.

2. Erwin Akib, S.Pd., M.Pd., Ph.D, the Dean of the Faculty of Teacher Training

and Education.

3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education

Department of the Faculty of Teacher Training and Education.

4. Dr. Nur Qalby, SS., M.Hum as the first consultant who gave her valuable time

and suggestion in doing this thesis and Junaid, S.Pd., M.Pd as the second

consultant who has provided valuable guidance, motivation, correction and

helping to revise mistakes during the entire process of writing this thesis.

xiv

5. All English lectures of FKIP UNISMUH who cannot be mentioned one by one

because due to limited space. Thanks for all knowledge and advice that given

to the researcher, may Allah bless you forever.

6. Thanks for my beloved parents Ayun Mangalia and Hasnatang Salamin who

have given her support, motivation and prayer and working hard to see their

daughter success to finish her study. And her favorite sisters Suhaida

Mangalia, Hartati Mangalia and Nurhaliza Mangalia who supported her to

complete this thesis.

7. The third semester students of English department Muhammadiyah University

of Makassar at who have helped her to conduct the research in their class.

8. For her beloved friends, Ulfaminingsih, Jannatul Uyun, Muslih, Revi, and all

members of the D'mbredets class who have supported her in completing the

thesis.

Finally, for all everybody who gave valuable suggestion, guidance,

assistance, and advice to support this thesis may almighty.

May Allah SWT always be with us and gives power guidance in our life,

Aamin.

Makassar, February 2021

Istiqama Mangalia

xv

LIST OF CONTENTS

COVER

APPROVAL SHEET. .................................................................................. ii

COUNSELLING SHEET ............................................................................ iii

SURAT PERNYATAAN ............................................................................. vi

SURAT PERJANJIAN ................................................................................ vii

MOTTO AND DEDICATION ................................................................... viii

ABSTRACT ................................................................................................. ix

ACNOWLEDGMENT ................................................................................ x

LIST OF CONTENTS ................................................................................. xiii

LIST OF TABLES ...................................................................................... xv

LIST OF APPENDICES ............................................................................. xvi

CHAPTER I INTRODUCTION ............................................................... 1

A. Background ........................................................................................ 1

B. Problem Statement ............................................................................. 3

C. Objective of the Study ...................................................................... 4

D. Significance of the Study ................................................................... 4

E. Scope of the Study ............................................................................. 5

CHAPTER II THE LITERATURE REVIEW .........................................

A. Pervious Related Research Findings ................................................. 6

B. The Concept of Writing ..................................................................... 8

1. The Definition of Writing ............................................................ 8

2. Writing Process ............................................................................ 9

3. Types of Writing ......................................................................... 11

C. Descriptive Paragraph ........................................................................ 12

xvi

1. The Definition of Descriptive Paragraph .................................... 12

2. Generic Structure ........................................................................ 13

3. Language Features of Descriptive Paragraph ............................. 13

D. The Concept of Infinitive ................................................................... 14

1. To Infinitive ................................................................................ 14

2. Bare Infinitive ............................................................................. 17

E. Error and Error Analysis ................................................................... 19

F. Errors Based on the Surface Strategy Taxonomy ............................. 20

G. The Conceptual Framework .............................................................. 21

CHAPTER III RESEARCH METODE ................................................... 23

A. Research Design ................................................................................. 23

B. Research Subject ............................................................................... 24

C. Research Instrument ........................................................................... 25

D. Data Collection .................................................................................. 26

E. Data Analysis ..................................................................................... 26

CHAPTER IV FINDINGS AND DISCUSSION ....................................... 28

A. Research Findings .............................................................................. 28

B. Discussion .......................................................................................... 48

CHAPTER V CONCLUSION AND SUGGESTION ............................... 50

A. Conclusion ......................................................................................... 50

B. Suggestion ......................................................................................... 51

BIBLIOGRAPHY ........................................................................................ 52

APPENDIX ................................................................................................... 53

xvii

LIST OF TABLES

TABLES PAGE

Table 1. 2 The Identification of the Errors of Students 1. ....................... 29

Table 1. 3 The Identification of the Errors of Students 2. ....................... 30

Table 1. 4 The Identification of the Errors of Students 3. ....................... 31

Table 1. 5 The Identification of the Errors of Students 4. ....................... 32

Table 1. 6 The Identification of the Errors of Students 5. ....................... 33

Table 1. 7 The Identification of the Errors of Students 6. ....................... 34

Table 1. 8 The Identification of the Errors of Students 7. ....................... 36

Table 1. 9 The Identification of the Errors of Students 8. ....................... 37

Table 1. 10 The Identification of the Errors of Students 9. ..................... 37

Table 1. 11 The Identification of the Errors of Students 10. ................... 38

Table 1. 12 The Identification of the Errors of Students 11. ................... 39

Table 1. 13 The Identification of the Errors of Students 12. ................... 41

Table 1. 14 The Identification of the Errors of Students 13. ................... 41

Table 1. 15 Table Recapitulation of the Students‟ Errors ....................... 42

xviii

LIST OF APPENDICES

Writing test

Interview with Students

Documentation

1

CHAPTER I

INTRODUCTION

A. Background

English is the second language used by some Indonesians to communicate

with other people in various aspects such as speech, culture, science, and many

more. In Indonesia, English has become the second language that students from

elementary to high school and even college students must learn. As for the

purpose of learning English itself is to increase the knowledge and skills of

students in using English or commonly known as foreign language terms. Launder

(2008). Saleh in Arjuninengsih (2012) states that English has an important role in

the world of education in Indonesia. It can be seen from the curriculum where

English is a compulsory subject for elementary, junior high and senior high

school, even universities.

In English lessons there are four skills that students must have. The four

skills are listening, reading, speaking and writing. Listening and reading lead to

students' input ability in listening as well as reading. Different from speaking and

writing, speaking and writing skills lead to student skills related to the output or

product produced. However, as we can see that to master these four skills is not

easy for a student.

Of the four skills in English lessons, writing is a skill that is fairly difficult. the

proof is that not a few students say that writing skills are quite difficult. But in

fact the importance, writing is a very important skill in learning English. As

2

quoted in Alfiyani (2013) states that writing skills are one of the skills that are not

easy to learn because of the writer it is difficult to learn because the writer has to

combine a word or sentence to become a paragraph which has meaning and is

easy to understand. At the time of writing, we must pay attention vocabulary and

also the grammar used. Grammar has an important role in terms of writing

because grammar is the rule of arranging words between words that will become a

sentence that is easy to understand. Not only that, "Grammar generally refers to

how to combine, arrange and change parts of words and groups of words to make

meaning" (Spratt, Pulverness, and Williams, 2011). Infinitives are a part of

grammar, so making infinitives is something that needs to be learned.

To-infinitive is a root added to. There are two types of to infinitive,

namely the infinitive with to and the infinitive without to, or commonly known as

the bare infinitive. This material can be said to be easy, but not a few of them

make errors.

To infinitive is learned by students since they started learning English. In

Indonesia, English is taught as a compulsory subject in higher education. In fact,

third semester students still have difficulty writing English grammatically. Even

though they have studied English for many years and are good at grammar, they

still make many mistakes when writing. That is, it takes grammatical knowledge

to write. As in infinitive use.

In this study, the researcher chose third semester students of English

Department at Muhammadiyah University of Makassar as research objects. The

third semester students consist of six classes, namely class A to class F. From the

3

six classes the researcher chooses four classes, namely classes A, B, C, E, F, as

subjects in this study.

This research was conducted on third semester students because

researchers saw that third semester students still made grammatical errors in using

infinitives. Another thing that is of concern is that infinitives are part of grammar

and also infinitives that are often used when writing, so that researcher feel that

infinitives are important to learn. In addition, research to infinitive itself is still

very little in the realm of the Unismuh Makassar campus so that it makes

researcher interested in researching the use of student infinitives.

In this study, researcher analyzed the errors of students in learning English.

Researchers try to find the most common errors students make in using infinitives.

This can help teacher to minimize student errors in using infinitives.

Based on the explanation from the background above, the researcher is

interested in analyzing errors in paragraph writing by paying attention to the

background entitled Analyzing Student Errors in Using Infinitives in Paragraph

Writing. This research was conducted on third semester students of the English

Department.

B. Problem Statement

Based on the explanation on the background above, the researcher

formulated the following research questions;

1. What kinds of the students‟ errors in using to infinitive?

2. What cause of the students‟ errors in using infinitive?

4

C. Objective of the Study

In relating to the problem statement above, the objectives of the research

are to find out;

1. The kinds of the students‟ errors in using to infinitive.

2. The cause of the students‟ errors in using infinitive.

D. Significance of the Study

The researcher expect in this research can distribute some significance,

both theoretically and practically.

1. Theorytically

a. The results of this study are expected to provide useful knowledge

and information related to the use of infinitives in writing a

descriptive paragraph.

b. The results of this study are expected to provide additional

information for future researcher who will conduct the same

research.

2. Practically

a. The results of this study are expected to increase useful knowledge

and information regarding the use of infinitives in writing a

descriptive paragraph.

b. The results of this study are expected to provide additional

information for future researcher who will conduct the same

research.

5

E. Scope of The Study

In this study, the researcher focuses on analyzing students' errors in using

infinitive in writing descriptive paragraphs. This research conducted on the third

semester students of English Department Muhammadiyah University of

Makassar. And the researcher used the error analysis based on the surface strategy

taxonomy namely omission, addition, misinformation, and disordering.

6

CHAPTER II

THE LITERATURE REVIEW

A. Previous Related Research Findings

Grace Mekaria (2017). An Analysis of Gerund and To Infinitive in

Argumentative Essays. This article describes the gerunds and infinitive uses made

by students on their argumentative essays. The researcher introduces the problems

related to grammatical problems that occur in argumentative essays. Dulay and

Harmer's theory of errors and grammar. In this study, the author uses a taxonomic

strategy to classify errors into four types, namely omission, addition,

misformation and misordering. In data collection, researcher used students‟ papers

taken from two classes at a university. The writer concludes that the most

common problem in using gerund and to infinitive is misformation. This indicates

that guidance and practice are needed to help solve students' grammar problems.

Rina Husnaini Febriyanti (2019). Student’s Ability and Factors to Use

Gerund and to Infinitive Case Study: Indonesian EFL Learners in University

Level. The purpose of this research is to explain the competence in mastery of the

gerund and the infinitive and to investigate the factors that influence it in studying

its form. The research method used is a descriptive method with students taking

the English course of the Structure of the Indraprasta University PGRI Jakarta as

an object. Data collection is done through tests and questionnaires, analyzed,

tabulated, calculated and then presented in the form of percent. The results of the

study prove that the students' skills in mastery of the gerund are very bad. 41.82%

of respondents have a low understanding of the gerund. Not only that, the skills in

7

using the to-infinitive form are also very lacking where 36.36% of respondents

have a low understanding of the infinitive. In previous studies linking usage

problems (Gerund and Infinitive), in this study, researcher analyzed student errors

that focused on using the infinitive. This study also selects students majoring in

English to be the object of this research.

Wiwi Wardiyanti (2015). Error Analysis On The Students’ Mastery On

The Use Of Gerund, To Infinitive and Infinitive Without To. In this study, the

researcher used qualitative methods in the form of proportion descriptive analysis.

In previous research and research that now has similarities in the research method,

namely descriptive qualitative. However in data studies, previous researcher used

student tests, questionnaires and interviews as instruments. Meanwhile, the

current research uses interview and writing test as research instruments.

Based on the explanation there regarding previous research related to this

study, the researcher can conclude that this study is more interesting and different

from previous studies. In this study, the researcher focused more on the use of the

infinitive, and the interesting thing was that this study used a writing test

instrument and also an interview, where most of the previous studies often used

instruments such as multiple choices, fills the blank, or a questionnaire. Likewise,

the sampling technique was slightly different from the previous research. In this

study, researcher used the Solvin technique in sampling and used a qualitative

descriptive method to describe the results of this study.

8

B. The Concept of Writing

1. The Definition of Writing

Writing is an activity to describe someone's ideas or ideas through writing.

Writing is very useful in expressing ideas and ideas silently. However, students

can make the desired outline by writing. In creating in writing, individuals learn

how to communicate with other individuals without having to meet in person. In

writing, practice is a must to improve the quality of the writing.

According to Winterrowd and Murphy, as quoted in Kurniawan and

Fitrawati (2014: 160) writing is interpreted as the stage of changing an idea or

idea into a written work. Writing can also be defined as a skill to find words and

ideas, as well as the ability to criticize in deciding which ones to use (Elbow,

1998, pp. 7-8).

Jurninengsih (2012: 5) explains that writing is one of the fields in language

that can be a design in communication, starting from considerations in thought

patterns to the results of thought patterns in printed or written form. According to

Siburia in Nurwahida. (2018: 9) writing is an opportunity that allows students to

describe something about themselves, analyze and clarify thoughts. Students can

express their ideas and ideas through wordings and sentences that are good so that

people are easy to understand.

Nunan (in Hafizh, 2014) writing is an activity to look for ideas, then

designing to think about how to express and make it a clear and easy to

understand sentence or paragraph. Meanwhile, Oshima and Hogue in Nurwahidah

9

(2018) define writing as like painting. This is because, the author has ideas,

opinions, thoughts, feelings, and desires to be written.

Writing is one of the language skills that play an important role in human

communication. It is used to communicate with other people in society and also to

express our opinion in writing form (Syam, U. K., Sangkala, I. (2014). While

Celse in Batubara (2017) stated that writing is one of productive skills, which

contains a symbol (orthographic) and involves a complex process.

From the results of the explanation above, the researcher concluded that

writing is an activity of how the brain works in searching for and finding ideas,

which are then arranged systematically, and put in writing on a paper that has

meaning and is easy to understand for readers.

2. Writing Process

Generally the writing process consists of five stages: Prewriting, drafting /

writing, revising, editing, and publishing. Five the writing process stages are a

framework for writing well and easily.

a) Prewriting

Prewriting is the activity of a writer in finding and finding topics, goals,

looking for key ideas, and analyzing before writing. There are several attempts

before writing:

1. Brainstorming

Brainstorming is one technique in gathering related ideas about a subject

and list as many ideas as possible. The list of ideas can be words, phrases,

sentences, or it could be questions.

10

2. Grouping

Grouping is a technique in which the writer connects one idea with

another related idea by using a circle and a line. The point of grouping is an

activity in drawing an idea.

b) Drafting / Writing

After thinking about the subject and doing any necessary pre-writing, the next

step is to write. When writing, the results of pre-writing are used as a direction

or benchmark in writing.

c) Revise

After completing writing, a writer must pay attention to the results of the

writing that has been made and then revise it so that there are no errors.

d) Editing

The editing stage is different from revision, and needs to be done after

revision. Editing involves looking at individual sentences and words. This

need to be done after the author has made a large-scale revision: or the writer

could suffer from a perfect sentence, only to cut a whole paragraph out of your

work.

e) Publishing

Publishing is more than just getting a magazine or newspaper. Publishing

means getting a piece into the hands of any reader. That means asking a friend or

teacher or parent to read you the publication of your work. By knowing the

number of people who read someone's written work, it can be said that his writing

was successful.

11

3. Types of Writing Text

There are a few types of writing content: narration, description, definition,

comparison, influence, composition, and prepare analysis.

1). Narration

A narrative paragraph is a paragraph that usually tells a chronology of

events that include the story. This type of section contains characters, settings,

struggles and resolutions.

2). Description

Descriptive paragraph is a paragraph that describes an object to make it

look more real. Such as describing people, things, places, and so on in detail.

3). Definition

Paragraph definition is one form of exposition paragraph which is the

main idea delivered in elaborated manner become explanatory ideas in the form

the meaning or definition of an object.

4). Comparison

Comparison paragraph is a paragraph comparing two or more objects,

characters, events, etc.

5). Persuasion

Persuasion paragraph is a paragraph that contains an invitation or

persuasion to the reader to follow the instructions in the writing in the paragraph.

12

6). Expository

An expository paragraph is a type of written work that contains an

explanation, an explanation of a topic in the form of sequential, clear and detailed

information with the aim of providing information as clearly as possible to

readers.

7). Process Analysis

The process analysis paragraph describes how a process occurs, through

various actions. The actions are made sequentially. This type of paragraph is

usually followed by an illustration, as it helps in better understanding the process.

Based on the type of paragraph writing above, the researcher chose

descriptive paragraphs in this study to find out students' mistakes in using

infinitives. This is because the descriptive paragraphs are most appropriate to be

used to analyze student error data.

C. Descriptive paragraph

1. The Definition of Descriptive paragraph

Astutik (2015) defines a descriptive paragraph as a paragraph that

describes a certain object in detail so that readers can describe and narrate the

object as if it were real. The purpose of a descriptive paragraph is to provide

detailed information about the characteristics of a person, object, etc. as objects

which is described.

Kimberly McGee (2018) is defined. Descriptive paragraphs are sentences

to provide different descriptions of people, places, or things. In writing descriptive

13

paragraphs it involves the reader's five senses, namely from smell, sight, touch,

sound, and taste through expressions that captivate readers at various levels.

Based on the previous explanation above, the researcher concluded that a

descriptive paragraph is a paragraph that describes an object in detail through

visuals. Its function is to make visual images of people, places, objects, even days

or seasons look real.

2. Generic Structure

Hidayat (2015) stated that there is two generic structure of descriptive

paragraph. They are:

1. Identification, namely recognizing events or facts to be described. For

example the character of a particular person, place or thing will be

described.

2. Description, which describes the characteristics of a person, object or

place. For example: shape, size, origin, and other special

characteristics.

3. Language Features of Descriptive paragraph

According to Kurniawati and Yuliani (2012). states that there are nine

characteristics of a descriptive paragraph, namely using certain nouns, using

adjectives, using the simple present tense, using the phrase object are detail to

provide information about the subject, using verbs about thoughts and feelings to

express the author's personal views on the subject, using verbs actions, using

description words for additional member information, and using figures of speech.

14

Knapp and Watkins (2005: 98-99) write that there are several grammatical.

The characteristics of descriptive writing are as follows:

a) Present tense is used predominantly

b) Although the present form can be used in literary description, the past

tended to dominate

c) Relational verbs are used when classifying and explaining appearance /

quality and part / function phenomena.

d) Action verbs are used when describing behavior / users.

e) Verbs mental is used when describing feelings in literary descriptions.

f) Adjectives are used to add additional information to everyday and

technical nouns, depending on the text.

g) Personal and literary descriptions generally deal with individual problems.

D. The Concept of Infinitive

There are 2 types of infinitive, the first is called the infinitive without to

and the second is called the infinitive with to. The infinitive with is the simplest

form of the verb for example: sleep, eat, run, while the infinitive is often preceded

by, for example, to sleep, to eat, to run.

1. To Infinitive

One thing to remember about infinitives is never to change the location of

the verb into a predicate sentence. The infinitive has many types of verbs so it's

not easy to remember in its entirety. The infinitive also has a function as a noun,

adjective, or adverb. The infinitive used as a noun has several functions. It can

15

serve as a subject, direct object, and complement to goals. For the infinitive it is

used as an adjective, modifying the noun and being the infinitive is used as an

adverb, modifying the verb, adjective, and adverb.

The infinitive is similar to a verb in many ways, but also serves as part of

other speech. Like verbs, they combine "to be" and have as helpers to form

sentence structure, even though they never use the main verb of the sentence.

a. Function of To Infinitive

The to-infinitive is used to express the purpose of something or

someone's opinion about something. The to-infinitive is used to follow many

different verb vocabularies as well.

1) The to-infinitive to indicate the purpose or intention of an action.

Examples

a) She came to collect her pay debt.

b) The three bears went to find honey.

c) I am calling to ask you about mommy.

2) The to-infinitive as the subject of the sentence.

This is a formal usage and is far more common in written English than

spoken.

Examples

a) To know he is to respect her.

b) To visit the Madinah is my dream.

c) To understand the subject, that is our aim.

16

3) The to-infinitive to indicate what something can or will be used for.

In this pattern, the to-infinitive follows a noun or pronoun.

Examples

a) I would like a fried chicken to eat.

b) I don't have anything to wear.

c) Would you like something to eat?

4) The to-infinitive after adjectives

There is a common pattern using the to-infinitive with an adjective. These

phrases are formed: subject + to be + adjective + (for/of someone) + to-

infinitive + (a rest of the sentence)

Example

a) It is good of you to talk to them.

b) It is important to be patient.

c) It is important for Jake to be honest with his little brother.

d) I am happy to be here.

5) The to-infinitive to make a comment or judgement

To use the to-infinitive when making a comment or judgement about a

noun, the pattern is: Subject + to be + noun phrase + to-infinitive.

Example

a) That is a dangerous way to behave.

b) This is the right thing to do.

c) Jim is the best person to hire.

17

6) The to-infinitive with adverbs

Infinitives are often used with adverbs to convey the reasons behind our

satisfaction or dissatisfaction. its feature is that it is often placed before or

after an adverb, or a noun that is modified in the same way as without the

infinitive. Usually the infinitive and everything that follows can be

removed by leaving a sentence that still functions grammatically.

Examples

a) I had too many books to carry.

b) This soup is too hot to eat.

c) She was too tired to work.

7) The to-infinitive with question words

The verbs ask, decide, explain, forget, show, tell, & understand can be

followed by a question word such as where, how, what, who, & when + the

to-infinitive.

Examples

a) She asked me how to use the washing machine.

b) Do you understand what to do?

c) Tell me when to press the button.

2. Bare Infinitive

To infinitive include particles to, some of the examples shown above; but

after a certain verb we use the infinitive without to. We call these naked infinitive

use after modal verbs like can, may, must, will, should, might, etc .; after the verb

causes like let, help,

18

1. The Function of Bare Infinitive (Infinitive without To)

a) Bare infinitive after auxiliaries

Examples

1). She can’t speak to you.

2). Would you like a cup of coffee?

3). They must leave before 10.00 A.M.

b) Bare infinitive after verbs of perception

The verb of perception, the pattern is verb + object + bare infinitive.

Example

1). He saw her fall from the cliff.

2). We heard them close the window.

3). They saw us walk toward the lake.

4). She left the spider crawl up her leg.

c) Bare infinitive after the verb „make‟ and „let‟

Example.

1). Let’s go to the beach today.

2). You made me come with them.

3). Don‟t make me study that boring grammar book!

d) Bare infinitive after the expression „had better‟

Example

1). We had better take some warm clothing.

2). She had better ask him not to come.

3). We had better reserve a room in the hotel.

19

e) “Why” by the Bare infinitive

The questions word “why” followed by the bare infinitive when making

suggestion.

Example

1). Why wait until tomorrow?

2). Why not ask him now?

3). Why leave before the end of the game?

4). Why walk when we can go in the car?

E. Error and Error Analysis

It is impossible for learners to never make errors in language learning

process. Students can make errors when they write or speak and that‟s normal.

That the errors they make are even potentially important to understand language

and it is part of the learning process.

Learning the target language (English) is different from learning

someone‟s native language tongue. There are several opinions regarding error

analysis. Brown in his book says that “Errors can be observed, analyzed, and

classified to reveal something from operating systems in learners, causing a wave

of students‟ errors studies, is called error analysis. It seems that this concept is the

same as that proposed by Crystal defined the Error Analysis is technique to

identify, classify, and interpret systematically the unacceptable forms produced by

one‟s learning foreign language, using one of the principles and procedures

provided by linguistics.

20

F. Errors Based on the Surface Strategy Taxonomy

The taxonomy of surface strategies highlights the ways a surface is

structured: students can omit necessary items (omissions) or add unnecessary

items (additions), they can provide wrong information (selection) or misorder

them (misordering).

According to Dulay et al, (1982) to analysis the data. They are classified

the error in four types, like omission, addition, misinformation, and misordering.

2. Omission is a writing error in which one item is missing in a sentence.

3. Addition is a type of error where an item is added that should not be in the

sentence.

4. Misinformation is a type of error where students misuse the sentence

structure which causes misunderstanding.

5. Misordering is one of the errors indicated by the wrong placement of

morphemes in a sentence.

From the preliminary description above, it is clear that error analysis is an

activity to identify, classify and interpret or describe the error made by someone

both orally and in writing and are carried out to obtain general information about

the difficulties someone faces in writing paragraphs in English. In this study the

researcher chose to use a surface strategy taxonomy analysis to assist researcher in

analyzing the results of interviews and students' writing tests.

21

G. The Conceptual Framework

A conceptual framework is used in research to outline possible courses of

action or to present a preferred approach to an idea or though. The conceptual

framework underline the research is given in the following diagram below:

Figure 1.1 Conceptual Frameworks

Based on the concept above, it is explained that the focus of this research

is the students' ability to write. In this case, the researcher focuses on the use of

the infinitive in the descriptive paragraphs made by the third semester students.

From the test results, the researcher analyzed the students' errors in using

infinitives in descriptive paragraphs using the surface strategy taxonomy method,

namely Omission, Addition, Misinformation, and Misordering. The method used

Writing

Error Analysis

Surface Strategy Taxonomy

The Students‟ Errors in

Using Infinitive

22

in this research is descriptive qualitative method. By using the descriptive

qualitative method, the researcher collected data from the student test results to

finds the students' errors in using infinitive in writing paragraph.

23

CHAPTER III

RESEARCH METHOD

A. Research Design

This research design is descriptive qualitative research. The qualitative

research design aims to find, describe, classify, analyze, and explain the research

data. This is because this study tries to determine the phenomenon of infinitive

misuse by students. In this study, researcher used the surface strategy taxonomy

method, which is divided into four types, namely omission, addition,

misinformation, and misordering. Of the four types of errors, the researcher used

two types of errors, namely Omission and Addition.

In this study, the first thing the researcher was conducting a writing test,

where the researcher gave six topics where students would choose one of the six

topics that had been provided. This writing test aims to determine the extent of

students' knowledge or understanding in the application or use of infinitives, as

well as to find out the types of student errors in using infinitives. After conducting

the writing test, the researcher also collected data from the results of interviews

with students, and then analyzed the errors and what caused the errors. In the

interview test, researcher conducted interviews indirectly, namely via chat, which

was due to conditions and situations during the Covid-19 pandemic. This

interview stage aims to find out more about the causes of student errors in using

infinitives.

24

The final step is to analyze all the test results from the writing test results

and also the interview results. After that the researcher classifies the errors and

also calculates the types of errors made by students. In calculating the errors

generated by the students, the researcher used the percentage technique to analyze

the data. After the steps above are carried out, illustrations of students' mistakes

can be obtained and conclusions can be met in an effort to answer the problem

statement.

B. Research Subject

Subjects in this research are required to obtain the required information.

The researcher chose third semester students of the English Department of the

Muhammadiyah University of Makassar. In addition, every student is expected to

be able to write in English. This supports researcher to find student errors in using

infinitives in descriptive paragraphs. Based on the preliminary study, writing is a

difficult subject for students to do.

In this study, researcher used a random sampling technique. Random

sampling is a type of probability sampling in which everyone in the entire target

population has an equal chance of being selected.

The number of students in the third semester was 135 students consisting

of 6 classes. Class 3A consists of 21 people, 3B 24 people, 3C 24 people, 3D 24

people, 3E 23 people, and class 3F 19 people. Of the six classes, the researcher

chose five classes to be the research subjects, namely classes A, B, C, E, and F.

The total subject in this research is 13 students.

25

C. Research Instrument

To collect research data, the researcher conducted two stages, namely

interview and writing test.

a. Writing Test

The first stage the researcher took was a writing test. Researcher provide a

writing test by preparing several topics that will be selected by students and

used as writing material in writing descriptive paragraphs. The researcher

asked students to write descriptive paragraphs of English that involved the

infinitive. Then, the researcher collected all the students 'writing test results

and analyzed the types of students' errors in using the to infinitive.

b. Interview

In this study researcher also used the interview method, this is because the

interview method has several excellence, namely researcher get more detailed

information, and properties of the interview is also flexible (appropriate with

the respondent's condition), the results are got more accurate. This study aims

to determine in more detail the causes of the errors made by students in the use

of the infinitive. In addition to knowing students' errors in using the infinitive,

interviews were also conducted to find out the types of errors made by

students related to the infinitive.

In the interview session, researcher used semi-interviews. Which is semi-

structured interview is one type of interview in which the interviewer only

provides a number of predetermined questions while other questions are new

26

questions that arise from students' answers where these questions were not

planned beforehand.

D. Data Collection

Data collection is carried out to collect information about how to use the

infinitive properly and correctly. To collect data, researcher carried out two

stages, namely:

1. Writing test

In the writing test, the researcher prepares several topics that will be

chosen by students. Then the students wrote several descriptive paragraphs

according to the topic given by the researcher. After that, the researcher

collected the student test results then analyzed the students' errors using a

marker.

2. Interview

Researcher conducted interviews with students indirectly, namely

through WhatsApp.

E. Data Analysis

In analyzing the data, the researcher collected all test results from students,

namely from the interview test and descriptive paragraph writing test. Researcher

used data from interviews and writing tests to analyze the causes and types of

students' errors in using infinitives in writing descriptive paragraphs. Then the

researcher made conclusions based on the data that had been analyzed. Researcher

used descriptive analysis techniques (percentage) to analyze the data.

27

The formula is as follows:

P =

%

P = Percentage

F = frequency of error made

N = Number of sample which is observe/case

Arikunto (1992)

28

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter describes the analysis of the data collected to answer the

researcher's questions in this study. Data collection was carried out by conducting

interviews and writing test with the research participants is the third semester

students of English department Muhammadiyah university of Makassar, about

analyzing the students' errors in using infinitive in writing paragraph.

a. Research Findings

As explained in the previous chapter, this research has a research

instrument, namely writing tests and interviews that focus on infinitive paragraph

descriptive writing conducted by third semester students of the English

department of Muhammadiyah Makassar University. On the first instrument,

namely the writing test. From the results of writing tests collected and analyzed,

the researcher found 63 students' errors in using the infinitive in the descriptive

paragraph. Of 63 errors are divided into 30 errors or 46.16% in addition and 33

errors or 50.77% in omissions.

Apart from collecting data from writing tests, researcher also collected

data from interviews. At the interview stage, the researcher did this through

interviews with the type of conversation via the WhatsApp application, this was

due to the conditions and situations that were in the PSBB period which did not

allow direct or face-to-face interviews with students. From the results of the

interview, it was found that most students did not understand the use of the

infinitive, for various reasons. There are those who say that they have not received

29

material on the infinitive, and there are also those who say that they have received

the material but still do not understand the rules for using to in a sentence or

paragraph. That is one of the causes of the students‟ errors in using the infinitive.

1. The Results of the Writing Test

In the first stage, the researcher gave a writing test to the third

semester students majoring in English. This writing test aims to analyze

students' errors in using infinitives. And from the students' writing, the

researcher can find out the kinds of errors that students make in using the

infinitive.

To find out the types of the students errors make in the use of the

infinitive, the researcher explains in table form as below.

Table 1.2

The Identification of the errors of Students 1

Paragraph Identification of

Error

Description

of Error Correction

I

“My family and I

love white, so we

decide paint the wall

all white.”

Omission

“My family and I

love white, so we

decide to paint the

wall all white.”

II

“When we enter the

house we can see to

our small living

room in front”

Addition

“When we enter the

house we can see

our small living

room in front”

II

“We welcome our

close friends,

families, and relatives

in there.”

Omission

“We welcome to our

close friends,

families, and relatives

in there.”

30

II “We often to get

along,”

Addition “We often get

along,”

II

“or just to enjoy the

drinks and chips on

the sofa or carpet.”

Addition

“or just enjoy the

drinks and chips on

the sofa or carpet.”

In table 1.2 above shows that student 1 has several errors, namely 2 on

omission, where students omit the word to in a sentence that should use to. Like

"My family and I love white, so we decide paint the wall all white." While the real

sentence is "My family and I love white, so we decide to paint the wall all white."

Because to should come after the adjective. Where as in addition, students have 3

errors where students add the word to to a sentence that should not use to.

Table 1.3

The Identification of the errors of Students 2

Paragraph Identification of

Error

Description

of Error Correction

II

“Than I wash

prepare online

classes.”

Omission

“Than I wash to

prepare online

classes

III

“At the night I never

miss dinner with my

parents and my

brother.”

Omission

“At the night I never

miss to dinner with

my parents and my

brother.”

III

“Then I also didn‟t

forget complete my

homework.”

Omission

“Then I also didn‟t

forget to complete

my homework.”

III “Right now only that

to my daily activity

Addition “Right now only that

my daily activity in

31

in my house” my house”

Table 1.3 shows that the errors made by students 2 are more dominant in

omission, where the error is omitting the word to in sentences that should use to.

Such as "Than I wash prepare online classes." The actual sentence is "Than I wash

to prepare online classes." This is because the “to” function in the sentence is to

indicate the purpose or intention of an action. Meanwhile, in addition, students 2

added the word to in sentences which should not have used to. Like "Right now

only that to my daily activity in my house". The truth is "Right now only that my

daily activity in my house".

Table 1.4

The Identification of the errors of Students 3

Paragraph Identification of

Error

Description

of Error Correction

I

“famous for its

beautiful to sunset

views.”

Addition

“famous for its

beautiful sunset

views.”

I

“Many people spend

the afternoon

enjoying the

beautiful view”

Omission

“Many people spend

the afternoon to

enjoying the

beautiful view”

II

“The view of the

beach is very

beautiful and its to

various culinary”

Addition

“The view of the

beach is very

beautiful and its

various culinary”

II “It will be more to

comfortable if you

Addition “It will be more

comfortable if you

32

use a motorbike” use a motorbike”

III

“This beach can also

be to entered for

free.”

Addition

“This beach can also

be entered for free.”

III

“that you have

participate in

keeping the beach

clean.”

Omission

“that you have to

participate in

keeping the beach

clean.”

Table 1.4 shows that students' error 3 is more dominant in addition, where

students add the word to which should not use to. As in the sentence "The view of

the beach is very beautiful and it‟s to various culinary" which is actually "The

view of the beach is very beautiful and it‟s various culinary". Because after the

word "its" there doesn't have to be the word to. Whereas in the omission table

there were two errors where student 3 omitted the word to which should have

been in the sentence. Like "that you have participated in keeping the beach clean."

What should be is "that you have to participate in keeping the beach clean."

Because a word like from the to infinitive function followed by an adverb

Table 1.5

The Identification of the errors of Students 4

Paragraph Identification of

Error

Description

of Error Correction

II “I really like hug

him because his fur

was soft,”

Omission

“I really like to hug

him because his fur

was soft,”

II “he likes running Omission “he likes to running

33

around the house.” around the house.”

II

“He likes chasing

everyone in my

house.”

Omission

He likes to chasing

everyone in my

house.”

Table 1.5 shows that student 4 has 3 errors, namely omission, where

students omit the word to in sentences that should use to. Like "I really like hug

him because his fur was soft," the correct sentence is "I really like to hug him

because his fur was soft," because to must be after the adjective.

Table 1.6

The Identification of the errors of Students 5

Paragraph Identification of

Error

Description

of Error Correction

II

“surely it will sound

familiar to the ears

of local and foreign

tourists”

Omission

“surely it will sound

familiar to the ears

of to local and

foreign tourists”

II

“excellent spots that

will increase its

attractiveness and

charm.”

Omission

“excellent spots that

will increase its to

attractiveness and

charm.”

III

“of the beauties that

to make this beach

attractive.” Addition

“of the beauties that

make this beach

attractive.”

III

“that will make

visitors want to

come back to this

place.”

Addition

“that will make

visitors want to

come back this

place.”

34

Table 1.6 shows that students 5 had 4 errors, namely 2 omissions and 2

addition. The error in omission is that students do not use the word to in sentences

which should use the word to. Like "surely it will sound familiar to the ears of

local and foreign tourists" which is actually "surely it will sound familiar to the

ears of to local and foreign tourists" because the to function is to indicate the

purpose or the intention of an action. Meanwhile, in addition, students added the

word to in sentences that should not use to, such as "that will make visitors want

to come back to this place." The truth is "that will make visitors want to come

back this place." Because the sentence already contains the word to this

emphasizes or explains the meaning or purpose of the sentence.

Table 1.7

Identification of the errors of Students 6

Paragraph Identification of

Error

Description

of Error Correction

I “the first thing that I

do is thank God” Omission

“the first thing that I

do is to thank God”

I

“letting me see this

beautiful morning.” Omission

“letting me to see

this beautiful

morning.”

II

“Because exercise is

very necessary to

keep our body fit”

Addition

Because exercise is

very necessary keep

our body fit

II

“I start to studying

for at minimum 1

hour.”

Addition

“I start studying for

at minimum 1 hour.”

35

II

“we can remember

our lessons quickly

and our brain

remains fresh at that

time.”

Omission

“we can remember

our lessons quickly

and our brain

remains fresh at that

time.”

III “I go out play with

my sisters.” Omission

“I go out to play

with my sisters.”

III

“and then wash my

hands, face and legs

and start to

studying”

Addition

“and then wash my

hands, face and legs

and start studying”

Table 1.7 shows that students 6 had seven errors, namely 4 omissions and

3 additions. In omission, students omit the word to which should use to. As in the

sentence "I go out and play with my sisters." The real sentence is "I go out to play

with my sisters." This is because to serves to indicate the purpose of an action.

Meanwhile, in addition, students added the word to to a sentence which should no

longer use the word to. Like "I start to studying for at least 1 hour." Which should

be "I start studying for at least 1 hour." Because to be followed by the verb 1.

Table 1.8

The Identification of the errors of Students 7

Paragraph Identification of

Error

Description

of Error Correction

I

“He always make

me happy when I am

feeling blue.”

Omission

“He always to make

me happy when I am

36

feeling blue.”

II

“I used to have

problems because I

wanted be a part of

them.”

Omission

“I used to have

problems because I

wanted to be a part

of them”

III “I am sure to I can

do more,”

Addition “I am sureI can do

more,”

In table 1.8, it shows that students 7 had 3 errors, namely 2 omissions and

1 addition. The omission error is where students omit the word to in a sentence

that should use the word to. Like "I used to have problems because I wanted to be

a part of them." Which should be "I used to have problems because I wanted to be

a part of them." Because to with adverb. Meanwhile, in addition, there is the

addition of the word to which should not be used to. "I am sure I can do more,"

which should be "I am sure I can do more,"

Table 1.9

The Identification of the errors of Students 8

Paragraph Identification of

Error

Description

of Error Correction

I

“. I really need to

prepare to for an

online lecture.”

Addition

. I really need to

prepare for an online

lecture.

I

“I have clean my

bed so neatly,” Omission

“I have to clean my

bed so neatly,”

II “so I cleaned all the

chores like to doing

Addition “so I cleaned all the

chores likedoing the

37

the dishes,” dishes,”

II

“my second activity

of helping to my

mother prepare

breakfast”

Addition

“my second activity

of helping my

mother prepare

breakfast”

III

“I would to prepare

a dish that was both

very typical of my

family”

Addition

“I would prepare a

dish that was both

very typical of my

family”

Table 1.9 shows that Student 8 has 5 errors which are more dominant in

addition. One example is "my second activity of helping to my mother prepare

breakfast", the error is in the use of verbs that are not quite right. Meanwhile, the

omission is “I have clean my bed so neatly,” which should be “I have to clean my

bed so neatly,” because after before the first verb there should be to.

Table 1.10

The Identification of the errors of Students 9

Paragraph Identification of

Error

Description

of Error Correction

I

“of course I have a

daughter in the

family according my

people.”

Omission

“of course I have a

daughter in the

family according to

my people.”

II

“so that she can still

look good in all of to

her dresses.”

Addition

“so that she can still

look good in all of

her dresses.”

III

“Even though she is

no to longer young,”

Addition

“Even though she is

nolonger young,”

38

III

“I like his social

advice especially his

patient nature.”

Omission

“I like his social

advice especially to

his patient nature.”

IV

“Just to like my

parents, my brother

also has black eyes”

Addition

“Just like my

parents, my brother

also has black eyes”

Table 1.10 shows that student 9 has 5 errors, namely 3 from additions such

as "Just to like my parents, my brother also has black eyes" which should be "Just

like my parents, my brother also has black eyes". Meanwhile, the omission is "I

like his social advice especially his patient nature." What should be "I like his

social advice especially to his patient nature." Because to comes after the

adjective.

Table 1.11

The Identification of the errors of Students 10

Paragraph Identification of

Error

Description

of Error Correction

II

“He always to make

me happy when I am

feeling blue.”

Addition

“He always make

me happy when I am

feeling blue.”

II

“I am very grateful

to have friends like

Ivan.”

Addition

“I am very grateful

have friends like

Ivan.”

III

“But we often spend

time together.” Omission

“But we often to

spend time

together.”

III “we often sharing Omission “we often to sharing

39

about our activities

in our campus”

about our activities

in our campus”

IV

“I like if he cares to

me, he is like to my

brother”

Addition

“I like if he cares to

me, he is like my

brother”

Table 1.11 shows that student 10 has 5 errors, namely 3 in addition, such

as "He always makes me happy when I am feeling blue." What should be is "He

always make me happy when I am feeling blue." And the omission error is "But

we often spend time together." What should be is "But we often spend time

together." Because to serves to indicate the purpose of an action.

Table 1.12

The Identification of the errors of Students 11

Paragraph Identification of

Error

Description

of Error Correction

I

“This is because

after Covid and

having keep my

daily distance, it

became a little

boring.”

Omission

“This is because

after Covid and

having to keep my

daily distance, it

became a little

boring.”

I

“Therefore I will to

share my daily life

before the Covid-19”

Addition

“Therefore I

willshare my daily

life before the

Covid-19”

II “On the way

campus,,”

Omission “On the way to

campus,,”

40

II

“We love to talk

about funny things

that make us laugh

and feel very happy.

Omission

„We love talk about

funny things that

make us laugh and

feel very happy.”

III

„I wait on campus

while to doing some

assignments.”

Addition

„I wait on campus

whiledoing some

assignments.”

III

“I just need manage

my time really well” Omission

“I just need to

manage my time

really well”

Table 1.12 shows that student 11 has 6 errors consisting of 4 omissions,

where students omit the word to in sentences which should use to, for example "I

just need to manage my time really well" which should be "I just need to manage

my time really well ”because to always follows the first verb. Meanwhile, in

addition, 'I wait on campus while to do some assignments. ” What should be 'I

wait on campus while doing some assignments." Because there is already a

gerund in the sentence above.

Table 1.13

The Identification of the errors of Students 12

Paragraph Identification of

Error

Description

of Error Correction

I “The first is that I

am interested in to

Addition “The first is that I

am interested in

41

learning Islam” learning Islam”

I

“I am interested in to

learning many

languages”

Addition

“I am interested in

learning many

languages”

Table 1.13 shows that student 12 has 2 errors, namely addition where

students add the word to in the sentence which should not use the word to. For

example, "I am interested in learning many languages" which should be "I am

interested in learning many languages" because there is a gerund in that sentence.

Table 1.14

The Identification of the errors of Students 13

Paragraph Identification of

Error

Description

of Error Correction

I

“she talked too

much then we

became to closer.”

Addition

“she talked too

much then we

became closer.”

II

“I just feel to more

comfort when we

were hangout

together.”

Addition

I just feel more

comfort when we

were hangout

together.”

II

„she had become a

Chairman of the

Student Council”

Omission

„she had to become a

Chairman of the

Student Council.”

III

“she always to

respond it and she is

wise”

Addition

”she always respond

it and she is wise”

IV “we not took much Omission “we not took much

42

pictures or wore the

same things together

we just enjoyed our

time together.”

pictures or wore the

same things together

we just to enjoyed

our time together.”

Table 1.14 shows that students 13 have 5 errors, namely addition, for

example "I just feel to be more comfort when we were hangout together." Which

should be "I just feel more comfort when we were hangout together." And in

omission it is 'she had become a Chairman of the Student Council "which should

be' she had to become a Chairman of the Student Council".

Table 1.15

Table Recapitulation of Students

Respondent

Classification of Errors

Addition Omission

Students 1 3 2

Students 2 1 3

Students 3 4 2

Students 4 - 3

Students 5 2 2

Students 6 3 4

Students 7 1 2

Students 8 2 4

43

Students 9 3 2

Students 10 3 2

Students 11 2 5

Students 12 2 -

Students 13 4 2

Total 30 errors 33 errors

Total Score Errors 63 Errors

Percentage of the students‟ error;

B. Addition

P=

46,16 %

d) Omission

P=

50,77%

Based on the table the students‟ errors, it can be stated that:

a. Total Error Addition from the students‟ are 30 error, total errors on

percentage 46,16 %

b. Total Error Omission from the students‟ are 33 error, total errors on

percentage 50,77 %

Based on the research results table above, the researcher found that there

were 30 or 46,16 % student errors. In this case, the researcher found that the

students made are errors in add the word "to" which should not have used the

word "to".

44

In Omission there are 33 or 50,77 % errors of students in using "to".

Omission is the opposite of addition, where the sentence should use "to" but there

is no "to" in the sentence. 50,77 % of students‟ errors in omission can be said to

be high, because there are many student errors in omission.

From the explanation above, the researcher concluded that the students'

errors in using to infinitive were mostly in omission. We can see that from the

calculation results in the table above.

2. The Results of the Interview

The researcher gave an interview test to the third semester students which

aimed to answer the problem formulation in chapter I, namely to find out the

cause of the student's error in using the infinitive. Researcher gives 3 simple

questions to find out the causes of student errors in using infinitives.

Interviews were conducted over three days in five classes. The researcher

only interviewed five classes because only five classes were willing to be the

sample in this study. The number of samples varies from each class, there are four

people in one class, there are three people, and also two people in 1 class. So the

total numbers of samples in this study were thirteen students.

In the interview this time it was a little different because the researcher

interviewed students via chat using the WhatsApp application. This is because the

situation and conditions are in new normal and must maintain a distance, where

some students are not in the location (Makassar) but stay in their hometown.

Therefore it is not possible for researcher to conduct direct interviews with

45

students. For further information, the researcher explains the results of the

interview in the form of the discussion below.

The questions above are related to the third semester students' knowledge

of English about infinitives. From the results of the interview on the first question,

the researcher concluded that there are still some students who do not know what

is meant by the infinitive, and there are also some students who know about the

infinitive but do not understand the rules or how to use it.

1. Apakah kamu tahu apa yang dimaksud dengan to infinitive?

(what do you know about to infinitive?)

R1 A : “Pernah dengar tapi tidak kutaupi apa itu. Yang kutau itu infinitive with

to sama without to ji kak.”

R2 A : “Iya tau. Kata kerja yang diawali oleh kata to yang diikuti oleh objeck.”

R1 B : “Tau kak tapi belum terlalu paham.”

R2 B : “tau sedikit kak. To yang ditambahkan dengan kata kerja pertama.”

R1 C : “Iye kak. To infinitive adalah kata kerja dasar yang diawali oleh kata

“to” dan biasanya berfungsi sebagai kata benda atau kata kerja biasaa

yang bisa diikuti dengan objek.”

R2 C : “bentuk dasar?. Kata dasar kalau tidak salah.”

R3 C : Tau kak. To infinitive itu kata yang ditambahkan to kak”

R4 C : “to infinitive adalah bentuk kata kerja yang tidak bisa berubah.

Misalnya: to buy. Yang berubah hanya verbnya.”

R1 E : “tau kak.Cuman tdk ku pahami”

R2 E : “tau sedikit kak.”

R3 E ; “tau tapi tidak terlalu paham”

R1 F : “To infinitive adalah kata kerja present/verb1 yang ditambahkan dengan

kata to yang kadang sama maknanya. Contoh yang bermakna sama: I

start to eat: saya mulai makan. Contoh yang berbeda makna: I stop to

smoke: saya berhenti merokok, dan I stop smoking: saya berhenti

merokok.”

R2 F : “Tau kak, tapi belum terlalu paham bagaimana penggunaannya.”

46

2. Apa pendapatmu tentang penempatan to pada sebuah kalimat/paragraph?

(What do you think about the placement of to in a sentence / paragraph?)

R1 A : “kalau menurutku toh kak, penempatan kata to itu penting dikarenakan

dalam pembelajaran bahasa Inggris adalah bagaimana cara kita

menggunakan kata-kata tertentu didalam sebuah kalimat, baik untuk

menulis maupun untuk berbicara. Nah kata to ini masuk dalam kategori

preposisi yang berfungsi sebagai keterangan tempat atau benda”

R2 A : “Menurutku kak, penempatan to itu sebagai penunjuk suatu objek.”

R1 B : “ kalau menurut saya masih susah memutuskan penempatan to kak.”

R2 B : “Kalau terkait penempatan to kak saya masih bingung.”

R1 C : “kalau soal penempatannya, kadang-kadang masih binggung.”

R2 C : “Masih binggungka dengan penempatannya kak.”

R3 C : “Maaf kak saya tidak paham bagaimana penempatannya kak.”

R4 C : “penempatan to pada kalimat-kalimat itu selalu diikuti dengan verb, atau

diikuti dengan kata kerja yang lain atau tambahan.

R1 E : “kalo saya nda paham kak, karena biasanya saya hanya pakai google

translate langsung kak.”

R2 E : “masih belum paham kak.”

R3 E : “saya tidak paham kak. Biasanya ngikut di google translate ajah.”

R1 F : “penempatan to dapat merubah arti kalimat atau paragraph itu sendiri.”

R2 F : “to digunakan jika ada 2 kata kerja bertemu atau digunakan sebagai

penghubung antar verb seperti I go to meet my parents.”

In the second question, the researcher concluded that third semester

students majoring in English are sometimes still confused about the rules for

placing to in a sentence or in a descriptive paragraph. But some have

understoodthe use of the infinitive, that to is followed by verb 1.But there were

also students who explained that they did not understand the placement of to

infinitive.

47

In the last question, which is related to the difficulty that the third semester

students often encounter when making a sentence or paragraph involving to, is the

difficulty in determining the placement and also matching the word to with the

verb. In fact, from the research results, the researcher knows that the third

3. Apa kesulitan yang sering kamu dapati saat membuat kalimat/paragraph

menggunkan to infinitive?

3. What difficulties do you often encounter when making sentences / paragraphs

using to infinitive?

R1 A : “Sebenarnya tidak adaji kesulitannya kak karena kata to infinitive hanya

kata kerja yang berfungsi sebagai penunjuk objekji kak.”

R2 A : “Menurutku kak, penempatan to itu sebagai penunjuk suatu objek.”

R1 B : “kesulitannya kak, saya masih belum paham to infinitive jadi saya masih

kesulitan dalam menentukan to harus ketemu dengan kata kerja apa yang

pas kak.”

R2 B: “kesulitannya, susah untuk menentukan kata kerja apa.”

R1 C : “Kesalahanku biasanya seperti ini kak, dimana kata kerja seperti to begin

yang bisa diikuti oleh infinitive. Seperti dalam kata “He began to laugh”

bisa juga berbentuk He began laughing.” Nah disini biasanya yang buatka

salah kak.”

R2 C : “Kadang nda tau ini kata bisaji diikuti kata to atau nda.”

“Pada saat kapan digunakan kata to.”

R3 C : “kesulitannya sudah itu kak, masalah menentukan kata kerjanya dengan

tensenya kak, karna tidak pintarka tenses kak”

R4 C : “kesulitannya itu kak masih kurang memahami cara menempatkan to yang

sesuai dan benar.”

R1 E : “kalau kesulitannya toh kak, saya masih susah menentukan kata yang benar

untuk digunakan to.”

R2 E : “susah mencocokan antara kata kerja apa yang cocok yang di tambahkan to

dan penggunaan tensesnya kak.”

R3 E : “saya masih kurang paham pengguna to kak.”

R1 F : “Kesulitan dalam memberikan kata kerja yang bisa diikuti gerund atau to

infinitive yang dapat mempunyai artidan makna yang sama atau dapat

merubah arti dan makna itu sendiri.”

R2 F : “penggunaan tenses. Kalau misalnya konteks kalimat tentang past kadang

bingung harus pakai kata kerja bentuk kedua atau tetap pakai kata kerja

bentuk pertama.”

48

semester students still have not received material about the “to infinitive”. This is

one of the reasons why third semester students make several errors in the use of

the infinitive.

B. Discussion

At this stage it is the result of research on analyzing errors in using

infinitive in writing paragraphs at the third semester students of English

Department. This research referring to the research objectives, namely to find the

kinds of the students‟ errors in using the infinitive. Dulay et al. (1982) say that

error analysis is a method to analyze the drawbacks of students‟ errors speech or

writing. It is further stated that the error has four types; they are linguistic

categories, surface strategies (omissions, additions, misinformation, and

misordering).

Meanwhile, to find out the causes of student errors in using the infinitive is

through interviews. Interview can be simply described as a form consultation or

communication where the researcher tries to find out more about a problem as

said by students. Thus, researcher can understand students through an interactive

process in which the researcher teaches ask questions to find specific information.

From a scientific point of view, Sewell (n.d) defines interviewing in qualitative

research as “an attempt to understand the world from the subject's point of view,

to reveal the meaning of people's experiences, to reveal their lives world before

scientific explanation. “As appreciated by other scholars, qualitative interviews

are central to data collection (Gill et al., 2008). However, most importantly The

component is that the information obtained is more authentic, the researcher must

49

make a good connection with the source. Interviewers are specialized people who

act professionally to seek relevant information from the subject to validate their

research hypothesis. Significantly, the subject of the interview process is the

interviewee (Edwards & Holland, 2013).

To analyze the writing test result data, researcher used a percentage. in this

case the researcher uses the calculation technique by Arikunto (1998: 309)

explained that: "descriptive research is the intended research to gather information

regarding status of an existing symptom, namely a state symptoms according to

what they are at the time research is carried out ”. Calculation steps the

percentages are as follows: P = f / N x 100%.

Based on the results of data analysis from the writing test found 63 errors,

including 30 errors or 46.16% in addition, and 33 errors or 50.77% in omissions.

From the results of the analysis of this writing, it can be seen that the more

dominant student error is omission. Meanwhile in the interview, the researcher

concluded that most of the students majoring in English did not understand

infinitives.

50

50

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis description in the previous chapter, the researcher

concluded that through this study the researcher obtained data that could answer

the problem statement in chapter I.

1. Based on the formulation of the first problem, which is related to what

types of student errors in using the infinitive. And to find out the types of

student errors in using the infinitive, the researcher conducted a writing

test for the students. From this test, the researcher analyzes omission and

addition to the use of infinitives in descriptive paragraphs. From the results

of the student error analysis test on the writing test, the researcher found

that the total error was an additional 30 errors or 46.16%, and in the

negligence there were 33 errors or 50.77%. From the results above, it can

be seen that the most errors made by students are omission.

2. In the second problem statement, the cause of the students‟ errors in using

infinitives in paragraph descriptive. To find out the causes of the errors

made by students, researcher conducted interviews with third semester

students. From the results of the interview, the researcher can conclude

that most of the third semester students know what is meant by the

infinitive, but they do not know the rules for using the to infinitive.

Researcher also found the reason students made errors in using infinitives

51

51

because they (students) were still confused about the use of infinitives

even though they often used them when making sentences or paragraphs.

Based on the explanation above, it can be concluded that some of the

errors made by students are due to their lack of understanding regarding the

infinitive which results in them making errors in using the infinitive in a sentences

or paragraph.

B. Suggestions

Based on the conclusions above, to avoid or reduce errors and their causes,

researcher wants to provide input to students and teachers. (1) The suggestion for

the teacher is that the researcher hopes that the teacher can provide additional

knowledge and a more detailed explanation regarding the use of infinitives in a

sentence or paragraph. And also, the teacher should give assignments as

application and also provide feedback on the assignments given so that students

better understand and know the errors they made. (2) The suggestion for students

is to pay more attention to their errors in using the infinitive in descriptive

paragraphs. And also to do more practice writing paragraphs involving the

infinitive in it. The last is read a lot in order to better understand the use of the

infinitive.

52

REFERENCE

Arikunto, Suharsimi. 1992. Prosedur Penelitian Suatu Pendekatan Praktek.

Jakarta: Bina Aksara.

Asmayanti, Siti & Hajaruddin, Ardi. 2017. The Students’ Writing Proficiency in

Descriptive Paragraph with Personal Photograph. Exposure Journal 48.

Vol. 6

Athi‟urrodhiyah. 2012. An Analysis of Grammatical Errors upon Student’s

Hortatory Exposition Text at SMAN 1 Baureno Bojonegoro,

(http://studentsrepo.um.edu.my/3190/4/CHAP2/pdf).

Batubara, F, A. 2017. Improving Students’ Ability in Writing of Announcement

through Galery Walk Tehnique of Eight Grade at MTs Jami’yatul

Aiwasliyah Tembung in Academic Year 2016/2017. Medan: Unpublished

Thesis Submitted to FKIPIUN-SU.

Beaumont, Dig by and Colin, Granger. 1992. The Heinemann English Grammar.

2nd

Ed. Great Britain: The Bath Press, Avon.

Bima, Syam Samada. 2013. Improving Students’ Ability in Writing Descriptive

paragraph Using Clustering Technique at Eight grade of SMPN 9

Makassar,

(http://syambima.blogspot.co.id/2013/02/chapter-introduction.html?m=1,)

Choironi, Nur. Sukirlan, Muhammad, & Suparman, Ujang. 2017. Error Analysis

of Student's Writing Descriptive Text at Second Grade of SMAN 1 Pesisir

Tengah. UNILA Journal of English Teaching.

https://www.neliti.com/publications/193232/error-analysis-of-students-

writing-descriptive-text-at-second-grade-of-sman-1-pe

Coney, Imelda. 2018. Sampling in Qualitative Research. Purposeful and

Theoretical Sampling; Merging or Clear Boundaries?. Journal of

Advanced Nursing, 1997, 26, 623–630.

https://www.researchgate.net/publication/13850880

Duffeley, J, P. 2014. The Gerund and the to-Infinitive as Subject. Canada. Journal

of English Linguistics.

53

Febriyanti, R, H. 2019. Students Ability and Factors to Use Gerung and To

Infintive Case Study: Indonesia EFL Learners In University Level. Journal

of English Language Teaching. Volume 03.

Faisal & Krisna Suwandita. (2013). Journal of Education and Learning. Vol.7 (4)

pp. 239-248.

Habibullah, Moh. Miftahul. 2010. Pdf. An Error Analysis on Grammatical

Structures of the Students’ Theses.

(https://www.google.com/m?=skripsi+moh.+miftahul+habibullah.pdf,)

Gu, Wengyuan. 2019. The Use of the Infinitive. Las Vegas, Nevada.

Infinitive, (http://www.edufind.com.Accessed on August 25, 2020)

Karen Blanchad & Chrishyne Root, Ready to Write.(USA: Longman,2003) P.42

Kinds of paragraph writing, (https://mgmpbig.wordpress.com/2011/03/24/kinds-

of-paragraph-writing. Accessed on August 25, 2020).

Latif, Abdul. 2002. An Error Analysis of Infinitive of The Third Year Students of

MTs Assalafi, Renteng, Susukan 2001/2002. Salatiga.

Masitoh, Siti & Suprijadi, Dasep. 2015. Improving Students Ability in Writing

Descriptive paragraph Using Genre Based Approach (GBA) At The Eight

Grade Students of SMP Islam Terpadu Insani. Bandung. ELTIN Journal

Vol 3.

Marsudi & Hendro, Darsono. 2010. Panduan Praktis English Grammar.

Yogyakarta: Kawah Media.

Mekaria, Grace. 2017. An Analysis of Gerund and To Infinitive in Argumentative

Essays. Teknosastik. Volume 15 (1), 2017

Nurmawaddah. 2014. An Error Analysis of Using Gerund Made By The

Students. Bandung.

Nuzirwan, Recci., Imranudin, & Arasuli. 2018. An Error Analysis on English

Gerunds Made By The Sixth Semester Students of English Education Study

Program of UNIB in the Academic Year of 2017/2018. Journal Of English

Education and Teaching (JEET).

Noviati. 2018. Teaching Writing Descriptive Paragraphs Through Opinion

Finder’s Technique To The Eighth Grade Students OF Tri Dharma Junior

54

High School Of Palembang. Journal of English Study Programme Vol.1

No. 1.

Retnawati, Heri. Teknik Pengambilan Sampel.

Review of the Roles of Errors and Error Correction in the Teaching of English as

a Foreign Language, Vol. 4,

(http://164.155.22.25/ojs222/index.php/LEARN/article/download/139/130

)

Rusmiati. 2019. Surface Strategy Taxonomy On Foreign Language Writing: A

Study On Verb Tense Usage. Jurnal Serambi Ilmu, Volume 20, Nomor 2,

Edisi September 2019

Rojabi, Afdan. (2019). Desain Sampling dan Prosedur Pengambilan Sampel

(Research Methodology).

https://medium.com/@afdanrojabi/desain-sampling-dan-prosedur-

pengambian-sampel-research-methodologi-e15adcb187

Syam, U, K., & Sangkala, I. (2014). Information Transfer Technique in Teaching

Writing. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris, 3(1), 97-

106.

Siahaan, Juanita.2013.An Analysis of Students’ Ability and Difficulties in Writing

Describtive Text. Journal of English and Education 2013, 1(1), 114-121

Walsham, G. (1995). Interpretive case studies in IS research: Nature and method.

European Journal of In-formation Systems, 4(2), 74-81.

Wishon, George E. and Burks, Julia M. 1980. Let’s Write English. Revised Ed.

New York: Litton Educational Publishing International.

Widyawati, W, Y. 2018. An Anaysis On The Students’ Errors In Using Gerund By

The Fourth Semester Of English Department. Unindra PGRI Jakarta,

Indonesia. TELL-US Journal, Vol. 4.

Willis, J, W. (2007). Foundations of qualitative research: Interpretive and critical

approaches. London, UK: Sage.

55

Wardani. Imelda, Basri, Hasan & Waris. 2014. Abdul. Improving The Ability In

Writing Descriptive paragraph Through Guided-Questions Technique. e-

Journal of English Language Teaching Society (ELTS) Vol. 2 No. 1

http://repo.iain-tulungagung.ac.id/2783/4/CHAPTER%20IV.pdf (16, 12 2020)

56

A

P

P

E

N

D

I

C

E

S

57

Choose one of the topics below, and write down a descriptive paragraph

which involve infinitive (minimal 3 paragraphs)!

a. My Pets

b. My family

c. Favorite place

d. Makassar city

e. Daily activity

f. Best Friends

58

Name : MutiahFaridah

Class : BG 3A

Nim : 105351102419

My House

My house located in Sakuru street 01, Bima City. I have a small beautifull house.

It is all white and the original brown of wood. My family and I love white, so we

decide to paint the wall all white. However , we let the door and all the wood

material stay origin. It looks classic.

It is a one storey house. When we enter the house we can see our small living

room in front. It only has a wooden table and chairs. We call it the formal living

room, because only formal or strangers guestets will still in there. After that, we

have cozy friendly living room. There is a big long sofa, and big screen TV. We

welcome our close friends, families, and relatives in there. We often get along,

watch movies, play games, or just enjoy the drinks and chips on the sofa or carpet.

There are three bedrooms in it. Next to the living room is my parents room. They

have a big wooden bed with purple bed line on it. There is a small bathroom

inside their rom. Behind the living room, there is clean kitchen and dining room.

The clean kitchen is only for microwave, refrigerator, and washbasin. Our dining

room has a wooden table.

Beside the dining room, there are three bedrooms. They are my room and my

sister‟s. I decorated my own bedroom. I have a medium bed with blue bad line.

All the furniture are painted with the blue, because I like blue color. Next to my

room is my sister‟s room. She has a small bed with gray bed line. She has so

many dools in a glass cabinet and no one can touch them. We share the same

bathroom across our rooms.

Behind the clean kitchen , there is kitchen for cooking. Next to it, there is a room

for landry things. We also have a backyard for drying the clothes and for doing

fun outdoor activities. I love my house very much. It is the coziest place in the

word.

59

Name : Ainun Tsaqifah

Class : BG.3A

NIM : 105351100319

Daily Activity

During this pandemic My daily activity in my house is like a normaly

situation in general but every activity doing in the home. My every day, I start

from I wake up at 3.30 a.m and than I prayer still dawn. After that, I make a

breakfast to my parent. Usually I make breakfast toast filled with cheese or butter

with a cup of tea or milk.

Next I cleaning the house starting from washing dishes, sweeping, still

watering the flowers. Than I wash prepare online classes. The online classes

beginning at 9 o‟clock and finish at 4 p.m. Sometimes I dont have online classes

for one full daily and I think it is boring day. So I did something like eating while

watching drakor or gathering with my family.

At the night I never miss dinner with my parents and my brother. then I

also didn‟t forget to complete my homework. Usually in the night before I go to

sleep I should use skin care so that the next day my face are shainning, shemering

and splenddid that‟s what people say. Right now only that my daily activity in my

house is very simple no something special.

60

Nama: Nur Indah Sari

Class: BG 3B

LOSARI BEACH

Losari beach my favorite place is a beautiful beach west of Makassar city, South

Sulawesi. This beach has been a tourist spot in the city of Makassar for years and

is famous for its beautiful to sunset views. Many people spend the afternoon enjoy

the beautiful view as the sun sets from the sea.

The view of the beach is very beautiful and its to various culinary tours can spoil

your tongue to taste various food offerings that are rich in archipelago flavors

such as PisangEpe, juice, BaksoBakar, and others. It will be to more comfortable

if you use a motorbike while travelling around Losari Beach.Because during

holidays there will be many visitors and traffic jams often occur in the area around

Losari beach.

This beach can also be to entered for free. You can come anytime and do anything

but with a note that you have participate in keeping the beach clean. And also

don't do anything dangerous because in every beach area there are security

officers who always control security in the Losari beach area.

61

Name: Mustikasari

Class: BG 3A

My Pets

I have several cats at home, some of the cats are male and some are

female. But I prefer my male cat. I call him "Diego". He is an adorable cat, my cat

is cute and naughty at times. His body is fat, and has a long tail. He has black and

white fur.

I really like hug him because his fur was soft, but not anymore after he

scratched my hand. Every morning my mother feeds Diegofish. He is an active

animal. He likes running around the house.He likes chasing everyone in my

house. When he feels tired or sleepy, he usually sleeps on the sofa in the living

room or under the table.

"Diego" also went out for food a lot. Diego used to go to find food at a

neighbor's house. And sometimes he carries a mouse in his mouth. Then he ate the

mouse behind my house for himself. That‟s the Diego when he was the naughty

Diego.

62

Name : Nurfadillah

Class : BG3C

TanjungBiraBulukumba Beach

TanjungBira Beach Bulukumba is located on Jl. TanjungBira, BontoBahari.

Bulukumba, South Sulawesi which can be reached by a 6 hour drive from

Makassar. It can be estimated that the distance from the city of Makassar, which is

about 200 kilometers. From Bulukumba Regency, this beach is only 40 km away

or about 1-2 hours drive.

TanjungBiraBulukumba Beach, surely it will sound familiar to the ears of local

and foreign tourists because this beach has its beauty and advantages. Every

tourist location has excellent spots that will increase its attractiveness and charm.

Like also on this TanjungBira beach. The following are some of the beauties that

to make this beach attractive.Bira Beach has soft and white sand. It is undeniable

that TanjungBiraBulukumba Beach has a very clean, white and smooth beach.

The soft sand of the beach here is even a distinctive feature that promotes the

name TanjungBira Beach.

The sea water on this beach is so clear that when you look at the bottom, you will

see it clearly. With this clear water condition, it is difficult to resist the urge to

swim, snorkel and dive in it. The clarity of the sea water on this beach is indeed an

attraction that will make visitors want to come back to this place.

63

Name: Devita

Class: BG3C

Daily life means the activities that we do everyday. I am Devita, a 3rd semester

student at UNISMUH Makassar. Everyday I get up at around 5 a.m. After waking

up, the first thing that I do is thank God for protecting me the whole night and

letting me see this beautiful morning. I wash my face, brush my teeth and do my

daily needs.

After that, I exercise for half an hour. Because exercise is very necessary to keep

our body fit and to be healthy always. Then, I start to studying for at minimum 1

hour. Because studying in the morning is very good as we can remember our

lessons quickly and our brain remains fresh at that time.

After completing my studies, I take my breakfast and then start for go to campus. I

return home at 3 p.m. Then I take my lunch and take a little rest. At around 4.30

p.mI go out play with my sisters. I return home at 5.30 p.mand then wash my

hands, face and legs and start to studying from 7.00 p.m till 10 p.m. Then, I take

my dinner, recite my prayer, and then I go to sleep.

64

Name : Al SuciRamadhani

Class : BG3C

Best friend

In no time. I looked around me which I thought was beautiful, saw a group of

women dressed in syar'i, carrying books and the Koran, very concerned about

their environment. I envy see them, who are devout religions, have a beautiful

environment, which is far from immorality and the outside world.They are not at

all overdoing it, very careful in doing things.

I used to have problems because I wanted to be a part of them, but obstacles and

trials came, I didn't agree to participate. Envy once saw them, walked with the

sholeh people, had good judgment, and made friends with the alim people.

However, it is not a barrier for me not to try like them, there are many ways, I am

sure to I can do more, as long as I intend because of Allah and a lot of effort, I can

be like a woman who becomes the world's jewelry, who is obedient to the

Religion of Allah.

65

NAME : SRI RAHAYU NENGSI

CLASS : BG 3C

My Daily Activity

From Monday through Saturday, I usually get up at 5:00 a.m. I really need to

prepare to for an online lecture. Because I have a lot of things to do before I go to

college online in the middle of corona right now. And the first thing I do is, I have

clean my bed so neatly, after which I clean the room, then I go to the kitchen for a

little water, and then I take a shower. After that, I swept the floor and swept the

floor. Then I cleaned the house.

I was the youngest child in my family, so I cleaned all the chores like doing

the dishes, washing the clothes, and folding the clothes. And I also used to clean

in my yard large enough and then burn the garbage I had collected after sweeping

the yard, and then I watered the plant in my yard. Then my second activity of

helping my mother prepare breakfast meals and for lunch with the family,

I would to prepare a dish that was both very typical of my family and of my

hometown of kelor, which had great medicinal value and which was very easy to

find back home, Mealtime is a very good time for me to get together with my

family because we can be at each other's table that makes me happy because when

everything has started going to its work.

66

Name: Siti Nun Ainunkelsaba

kelas: BG 3E

My family

I live with my little family. Consisting of to six members, they are my father, my

mother, my older brother, and of course my two younger brothers, as the only

daughter among the siblings, of course I have a daughter in the family according

my people.

My mother is a tough and diligent woman, now she is about 49 years old. Her

name is Nurwahida. She has a beautiful face and long straight black hair. Her eyes

were like that of an ordinary Asian woman, black. She is a bit chubby because she

rarely plays sports as a busy housewife as a teacher. However, she can manage her

dress well, so that she can still look good in all of to her dresses.

My father is Pak Muh Man, he is around 50 years old. Even though she is no

longer young, her hair still looks pretty black with a little gray. His eyes are black

like most Asian people, especially Indonesians. He is relatively tall compared to

the rest of the family, around 168cm. He works as a teacher. He works hard for his

family. Sometimes he also makes us teach the meaning of being social to others. I

like his social advice especially his patient nature.

Then the next family member is my elder brother, he is janwar. Now, he is 19

years old. Just to like my parents, my brother also has black eyes and straight

black hair. He is taller my father. He was quite smart, diligent, patient like my

father and helpful. Now he is continuing his studies by studying electrical

engineering and he hopes that one day he can become someone who works with

large companies.

67

Name: FirdayantiAmaliyah

Class: 3E

My best Friend

I have a best friend. His full name is Ivan Surahmat. His call name is Ivan. He was

born at Gowa,12 September 1999. He is student of UIN Alauddin Makassar. He

is diligent student.

I like Ivan. He always to make me happy when I am feeling blue. Many people

who like his attitude. His attitude is always good fascinated to his. He also has

white skin, thin body, black eyes, and tall body. But i dislike him if his attitude

changed for the worse. He also has characteristic. He is very kind,clever,

diligent,friendly,etc. I am very grateful to have friends like Ivan. I will always

remember him forever.

Ivan is my best friend since in Senior High School. But we have different

collague, cause I am students of Unismuh Makassar and he is a students of UIN

Alauddin. But we often spend time together. When we have free time, we visited

some place in Makassar to refreshing. Also, we often sharing about our activities

in our campus. He calls me crazy girl because I always acting weird if I meet him.

Ivan always help me when I am getting trouble. Sometimes, he gives me advice

when I make mistakes. I like if he cares to me, he is like to my brother. Also, he

often tells abaout his girlfriend to me and it makes me ngakak so hard

hahahahahah.. Thank you.

68

Name: Muh. Fadhil

Class: 3E

Daily Activity

I will tell about my daily activities before the Pandemic Covid -19. This is

because after Covid and having keep my daily distance, it became a little

boring.Therefore I will to share my daily life before the Covid-19 Virus enters the

city of Makassar and makes everything change.

I start from morning. Usually I wake up at 6 am. When I wake up, I usually

stretch for 5 minutes so that I don't get sleepy and relax tense muscles. If there is

morning class, I immediately shower and prepare to go to campus. I go to campus

on a motorbike. Sometimes, I pick up my friends and we go out together. On the

way campus, we usually stop by to buy food at the stall for breakfast. The usual

food for our breakfast is bread and milk, and we usually buy yellow rice and

warm tea. We eat while talk about the subject. We love talk about funny things

that make us laugh and feel very happy.

While waiting for the next class, I go to my friend's house. Sometimes, I wait on

campus while to doing some assignments. Join several organizations on campus

that keep me quite busy but still fun for me. I just need manage my time really

well so that I can set priorities and nothing gets neglected. therefore,I always try

to finish all assignments before the deadline.almost every day I come home at 3

and rest. when there is an activityadditionally with friends I like hanging out or

having dinner together with my friends, I often participate, because in my opinion

this moment was only once the excitement was felt during college. and after

finishing I go home and sleep at 11 to 1 at night. when all tasks are done.

69

Name : Abd. Wahid BintangPamungkas.

Class : BG3F.

Learning Islam and A Lot Of Languages

In the beginning, when I was in vocational high school I was not very

interested in studying Islam and Languages further. However, at the end of the

learning process at the Vocational High School, I was interested in learning both.

The first is that I am interested in to learning Islam because I love the learning

process that every Friday morning and Sunday morning at our mosque, namely

the Al-Ikhlash Mosque and Alhamdulillah I can feel the joy of studying Islam

until now. Second, I am interested in to learning many languages because from

my classmate in vocational high school, his name is Alvin who is an expert in

English, and my own Ustadz-Ustadz in Arabic from Ustadz Abu Aqilah Al-

Atsary, Ustadz Anwar Al-Bugisy who is a linguist. Arabic and English.

At the beginning of studying both of them intensively I initially felt

inferior, embarrassed, discouraged, dropped. But my teachers said "just go along

even if you don't understand". So I slowly learned, step by step.

I hope to Allah that I can enjoy this activity until the end of my life, and

that my parents, my family, my friends, and people who already know me can

enjoy this activity, especially studying Islam and Arabic beside me. will try to

continue to invite them to study Syar 'i again, aamiin.

70

Nama : NurIlmaPutriFachruddin

Kelas : BG3F

Best Friend

I met my best friend when I was senior high school. She is kind, friendly,

smart and beautiful. Firstly I thought she was too chatty but I like that because she

talked too much then we became to closer. I call her as Sinar, she is older than me

but she always act like a child. She has beautiful voice sometimes it made me

jealous but I like my voice by the way.

We were only in the same class around a year but I just feel to more

comfort when we were hangout together. As I said she is beautiful but he has a

cynical eyes or maybe I can say she is authoritative because she had become a

Chairman of the Student Council. She is incredible that is why i'm so thankful for

being her friend.

Dillah is a good listener even though my story is kinda boring but she

always respond it and she is wise but when we are together we laugh because

stupid things that we see or we talk about. Sometimes she is being so cruel but

yeah it doesn‟t matter because we are friend.

We are not like the other bestie in out there, we not took much pictures or

wore the same things together we just enjoyed our time together. We are helping

each other, calling, crying or laughing together. That‟s we called true friend.

71

Questions!

1. Apakahkamutahuapa yang dimaksuddengan to infinitive?

2. Apapendapatmutentangpenempatan to padasebuah

kata/kalimat/paragraph?

3. Kesulitanapa yang

seringkamudapatisaatmembuatsebuahkalimat/paragraph

denganmenggunakan to infinitive?

72

Students 1

73

Students 2

74

Students 3

75

Student 4

76

Students 5

77

Students 6

78

Students 7

79

Student 8

80

Students 9

81

Students 10

82

Students 11

83

Students 12

84

Students 13

85

86

87

88

89

CURICULUM VITAE

The researcher Istiqama Mangalia, she was born on March

23, 1996 in Lumbia-lumbia. She has 3 sisters. She is the 3rd

child of four children. she started her education at SDN

Inpres 2 Lumbi-lumbia and graduated in 2008. Then she

continued her education at SMP Negeri 1 Buko Selatan and

graduated in 2011. After that she continued her education at SMA Negeri 1 Buko

Selatan and graduated in 2014. In 2016 she registered as a student and majored in

English Language Education, Faculty of Teacher Training and Education,

University of Muhammadiyah Makassar. At the end of her study, she successfully

completed her thesis entitled "Analyzing Students' Errors in Using Infinitive in

Writing Paragraph at The Third Semester Students of Engish Department of

Muhammadiyah University of Makassar".