THE INFLUENCE OF STUDENTS’ MASTERY ON GERUND PHRASE...
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THE INFLUENCE OF STUDENTS’ MASTERY ON
GERUND PHRASE TOWARD STUDENTS’ WRITING
PERFORMANCE (A Correlative Study of Fifth Semester Students of English
Department of STAIN Salatiga in the Academic Year of
2014/2015)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the requirements for the Degree of Sarjana Pendidikan Islam
(S.Pd.I) in English Education Department of Teacher Training
and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Created by:
NUFIYATI
113 09 113
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
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DECLARATION
بسم هللا الرحمن الرحيم
Hereby the writer fully declares that this thesis is made by the writer
herself, and it is not containing materials written or has been published by other
people ideas except the information from the references.
The writer is capable of accounting for this graduating paper if in the
future it can be proved of containing others’ idea or in fact, the writer imitates the
others’graduating paper.
Likewise, this declaration is made by the writer, and she hopes that this
declaration can be understood for all human being.
Salatiga, April13rd
2015
The Writer
NUFIYATI
NIM. 11309113
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Salatiga,April 13th
, 2015
Mashlihatul Umami, S.PdI., M.A
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case: Nufiyati’s Graduating Paper
Dear,
The Dean of
Teacher Training and
Education Faculty of State
Institute for Islamic Studies
(IAIN) Salatiga
Assalamu’alaikumWr. Wb.
After reading and correcting Nufiyati’s graduating paper, entitled THE
INFLUENCE OF STUDENTS’ MATERY ON GERUND PHRASE
TOWARD STUDENTS’ WRITING PERFORMANCE ( A Correlative Study
of Fifth Semester Students of English Department of STAIN Salatiga in the
Academic Year of 204/015, I have decided and would like to propose that if it
could be accepted by the Teacher Training and Education Faculty and I hope this
graduating paper can be examined as soon as possible.
Wassalamu’alaikumWr. Wb.
Counselor
Mashlihatul Umami, S.PdI.,M.A
NIP. 19800513 200312 2 003
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. TentaraPelajar02 Tlp (0298) 323433Fax 323433 Salatiga 50731
Website :www.iainsalatiga.ac.id E-mail : [email protected]
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GRADUATING PAPER
THE INFLUENCE OF STUDENTS’ MASTERY ON GERUND
PHRASE TOWARD STUDENTS’ WRITING PERFORMANCE
(A Correlative Study of Fifth Semester Students of English
Department of STAIN Salatiga in the Academic Year of
2014/2015)
BY:
NUFIYATI
113 09113
Has been brought to the board of examiners of English Education Department of
Teacher Training and Education faculty of State Institute for Islamic Studies
(IAIN) Salatiga on Thursday, April 2nd
, 2015 and hereby considered to completely
fulfill of the requirement for the degree of Sarjana Pendidikan Islam (S. Pd. I) in
English Education Department.
Boards of examiners,
Head : Moh Khusen, M.Ag., M.A.
Secretary : Mashlihatul Umami, S.Pd.I., M.A.
1st Examiner : Rifqi Aulia Erlangga, M.Hum.
2nd
Examiner : Ari Setiawan, S.Pd.,M.M.
Salatiga, April 2nd
, 2015
Dean of Teacher Training
and Education faculty
Salatiga
Suwardi, M.Pd.
NIP.196701211999031 002
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Motto
Education is the most powerful weapon which you can use to
change the world
(Nelson Mandela)
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DEDICATION
This graduating paper is whole heartedly dedicated to:
My Lord, Allah SWT… Thanks to Allah for giving me guidance and strength in my life, especially to finish this graduating paper. Alhamdulillahirobbilalamin!
My beloved parents, thanks for your love, prayer, motivation, and your sacrifice to me. You are everything in my life. No words aside you are is the best.
My lovely husband, whois never tired to support me, deeply thanks for our togetherness. I love you.
My sister and brother, ( mbksri, mas mat, mas rip) and all of my big family, thank a lot for your continued encouragement, advice, and pray.
My honorable consultant (Mrs. Mashlihatul Umami, S.Pdi.MA.) who always give me suggestion and patience throughout my graduating paper. Thank you very much!
Thank you for all lecturer of Educational faculty State Institute of Islamic Studies of Salatiga, who always teach me brilliantly, give me the best advice. I will never forgetting to you.
Thanks you for my struggle friends bundayanah, bundalaily, bundabudi, bundabibah, bunda noir, umi, misihkopay. Don’t be give in. Lets we come up together!
All of my friends who could not be mentioned one by one. Thank you guys!
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ACKNOWLEDGEMENTS
In the name of Allah, The Most Gracious and The Most Merciful, The Lord
of Universe. Because of Him, the writer could finish this graduating paper as one
of the requirement for Sarjana Pendidikan Islam (S.Pd.I) in English Education
Department of Teacher Training and Education faculty State Institute for Islamic
Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance,
advices, helps, and encouragements from individual and institution. Therefore, in
this moment the writer would like to express her deepest gratitude and
appreciation to:
1. Dr. Rahmat Hariyadi, M.Pd. as a Rector of State Institute of Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M. Pd, as a Dean of Teacher Training and Education Faculty.
3. Noor Malihah, M.Hum,.P.hD. as a chief of English Department
4. Mashlihatul Umami, S. Pd.I, M.A. as a consultant who has educated,
supported, directed and given the writer advices, suggestions, and
recommendations for this graduating paper from beginning until the end.
5. All of the lecturers in English department, the writer deeply thanks to you
all for your knowledge, advices, kindness and for everything.
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6. All of the staffs who have helped the writer in processing of graduating
paper administration.
7. The beloved family, who have given a true love, care, prayers, and
support. Thanks them for this warm and togetherness.
8. All of her friends who have help me to finish this graduating paper.
9. Those cannot be mentioned one by one.
Finally this graduating paper is expected to be able to provide useful
knowledge and information to the readers. And the writer is pleased to accept
more suggestion and contribution from the reader for the improvement of the
graduating paper.
Salatiga, April13rd
2015
The writer,
Nufiyati
Nim :113 09 113
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TABLE OF CONTENT
TITLE ......................................................................................................... i
DECLARATION ........................................................................................ ii
ATTENTIVE COUNSELOR NOTES ..................................................... iii
STATEMENT OF CERTIFICATION .................................................... iv
MOTTO ...................................................................................................... v
DEDICATION ............................................................................................ vi
ACKNOWLEDGENMENT ...................................................................... vii
TABLE OF CONTENTS ........................................................................... ix
LIST OF THE TABLE............................................................................... xii
ABSTRACT ................................................................................................ xiii
CHAPTER I:INTRODUCTION
A. Background of the Research ..................................... 1
B. Problems of the Research .......................................... 4
C. Objectives of the Research ........................................ 4
D. Limitation of Research .............................................. 5
E. Benefit of the research ............................................... 5
F. Hypothesis ............................................................... 6
G. Definition of Key Term........................................ ..... 7
H. Graduating Paper Out Line ....................................... 7
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CHAPTER II: THEORETICAL REVIEW
A. Mastery ...................................................................... 9
B. Gerund Phrase ........................................................... 10
1. Definition of Gerund Phrase................................ 10
2. Function of Gerund Phrase .................................. 12
3. Verb Frequently Followed by Gerund Phrase .... 21
4. Differences between Gerund Phrase and Participle 23
5. Indicator of Students Mastery on Gerund Phrase 26
C. Students’ Writing Performance………………….... 26
1. Definition of Writing…………………………… 26
2. Process of Writing…............................................. 27
3. Basic Principle in Writing………………............ 28
4. Style in Writing………………………………….. 30
5. The Indicator of Students Writing Performance… 31
CHAPTER III: RESEARCH METHOD
A. Setting of the Research .............................................. 32
1. Profile of STAIN Salatiga……………………… 32
2. Vision, mission of STAIN Salatiga……………. 33
3. Faculty and Study Program……………………. 34
B. Research Method ....................................................... 36
1. Type of Research……………………………….. 36
2. Subject of Research…………………………….. 37
3. Technique of Collecting Data………………….. 40
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4. Technique of Data Analysis……………………. 41
C. Data Presentation…………………………………… 46
1. Data of Students’ Mastery on Gerund Phrase…. . 46
2. Data of Students’ Writing Performance……….. 47
CHAPTER IV: DATA ANALYSIS
A. Data Analysis .............................................................. 49
1. Students’ Mastery on Gerund Phrase………….. 49
2. Students Writing Performance…………………. 53
3. Correlation Students Mastery on Gerund Phrase
Toward Students Writing Performance………… 55
B. Discussion……………………………………………. 60
CHAPTER V: CLOSURE
A. Conclusion .................................................................. 66
B. Suggestion ................................................................... 68
BIBLIOGRAPHY
APPENDIXES
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LIST OF THE TABLE
TABLE 2.1 Example Verb Followed by Gerund………………………… 22
TABLE 2.2 Example Gerund after Preposition…………………………... 22
TABLE 3.1The Number of the Fifth Semester Students that Taken
Writing Class………………………………………………… 37
TABLE 3.2 List of Subject of the Research……………………………… 39
TABLE 3.3 Scoring of Gerund Phrase…………………………………… 42
TABLE 3.4 Scoring of Writing Performance……………………………. 43
TABLE 3.5.Data of Students’ Mastery on Gerund Phrase………………. 46
TABLE 3.6 Data of Students’ writing Performance…………………….. 47
TABLE 4.1 Score of Students’ Mastery on Gerund Phrase…………….. 50
TABLE 4.2 Score of Students’ Writing Performance………………….. 53
TABLE 4.3The Accumulation Data of Variable X and Variable Y…… 56
TABLE 4.4The Result of Data Correlation……………………………. 57
TABLE 4.5 Correlations between Gerund Phrase and their Writing
Performance……………………………………………… 60
TABLE 4.6 Interpretation of r Value…………………………………… 62
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ABSTRACT
Nufiyati. 2015. The Influence of Students’ Mastery on Gerund Phrase toward
Students’ Writing Performance (A Correlative Study of the Fifth
Semester Students of English Department of STAIN Salatiga in the
Academic Year of 2014/2015). A Graduating Paper. Teacher Training
and Education Faculty. English Education Department. State Institute
of Islamic Studies (IAIN) Salatiga. Counselor: Mashlihatul Umami, S.
Pd.I, M.A.
Keywords: gerund phrase, writing performance, correlation
As we know applying gerund phrase in writing still rarely is used by the
university students. Moreover, they are not good enough in mastering on gerund
phrase. In line withthese issues, the writer proposes three objectives of the
research: how far is students’ mastery on gerund phrase, how is the condition of
students’ writing performance, and the influence of students’ mastery on gerund
phrase toward students writing’ performance. The method of this research is
correlation research, and the type of this research is quantitative research. The
subject of this research is fifth semester students of English department students in
writing class. The 40 total number students are the subject of this research. The
test is applied to collect the data. The data have been collected are analyzed by
SPSS windows program. The result shows that the students’ mastery on gerund
phrase is excellent (35%) and the students’ writing performance is good (60%).
Furthermore, the result of calculating the correlation between students’ mastery
on gerund phrase and writing performance is 0.334. It means that there is
correlation between students’ mastery on gerund phrase toward students’ writing
performance, but the correlation is weak.
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CHAPTER I
INTRODUCTION
A. Background of the Research
In the context of English language teaching as a foreign language
taught in Indonesia, the teaching and learning of English especially writing
is one of particular importance. In the subject of writing, the students
should be able to express their ideas both in academic and non academic
writing. They are expected to be able to improving their writing skill from
writing sentences, paragraph through writing an essay and an article
especially to the students of university.
However, helping students to be able to have good writing skill is
not easy and it needs effective efforts. This is because writing is a difficult
subject. According to Heaton as quoted by Rohmah (2009: 1) states that
writing is complex and difficult to teach and also to learn, requiring
mastery not only of grammatical and rhetorical but also of conceptual and
judgmental elements.
Grammatical mastery on writing is very important in combining
the use of part of speech, article, preposition, combining of phrase,
choosing the appropriate tenses, etc. So, in order to be good in writing the
students have to a mastery of a subject above. According to Noden as
quoted by Polette (2008: xiv) writing is not constructed merely from
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experiences, information, character or plots, but from fundamental artistic
elements of grammar.
There are many kinds of grammar element which is composed in
English written language. According to Keith Polette:
“ to compose grammar in written English language there are sixteen
element they are seven part of speech, six phrases, and three
clauses.”(Polette, 2008: xiv)
From this point of view the class of phrase will be composed in
this paper especially of gerund phrase. Gerund phrase is group of words
(not a complete sentence) that acts like a noun. Gerund phrase begin with
an- ing word; the–ing word is usually followed by a noun or a
prepositional phrase (Polette, 2008:32).0n the other hand, gerund phrase is
two or more noun which its main word is gerund, that is made by verb + -
ing form. The verb in gerund phrase is reduced to participial form. All
participial form may function as gerunds except the –ed past participle; the
most common form, however, is the –ing present participle. The subject of
the gerund may be found in another part of sentence or it may be
understood. A subject that is contained within the gerund phrase takes
inflected possessive form, prepositional form, or unchanged form. The
object of a gerund is unchanged or is contained within the gerund an of
phrase. By means of such changes in the nominal elements of a simple
sentence, these elements may be strung along after the verb as
prepositional phrase. For example, “the hunters shot the birds” can
become the gerund phrase “the shooting of the birds (original object) by
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the hunters (original subject)”. These changes from subject – predicate
form also permit the gerund phrase to be embedded as a noun within
another predication –“the shooting of the birds by the hunters caused her
great distress”. Gerund phrase can creating by combining a gerund and a
noun, a gerund and a prepositional phrase, and both a gerund a noun and a
prepositional phrase. Gerund phrase can be placed in anywhere, for
example, Jordan writes in her journal everyday. It is her favorite activities
(original sentence). The sentences can combined become writing in her
journal every day is Jordan favorite activities. The function of gerund
phrase is as subject of the sentence, the gerund writing modifier of the
prepositional phrase in her journal. Or, Jordan’s favorite activity is writing
in her journal everyday. The function gerund as object of preposition, the
gerund writing modifier object of preposition in her journal .Therefore, by
applying gerund phrase in writing is hoped the students’ writing English
will be more varied.
According to the above explanation, the writer is interested in
conducting the study entitled: The Influence of Students’ Mastery on
Gerund Phrase toward Students’ Writing Performance (A Correlative
Study of Fifth Semester of English Department of STAIN Salatiga in the
Academic Year of 2014/ 2015).
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B. Problems of the Research
Based on the explanation above, the writer proposes the statement
of the problems as follow:
1. How far is the students’ mastery on gerund phrase in the fifth semester
students of English Department of STAIN Salatiga in the academic
year of 2014/2015?
2. How is the condition of students’ writing performance in the fifth
semester students of English Department of STAIN Saltiga in the
academic year of 2014/2015?
3. What are the influences of students’ mastery on gerund phrase toward
students’ writing performance in the fifth semester students of English
Department of STAIN Salatiga in the academic year of 2014/2015?
C. Objectives of the Research
The objectives of the research are:
1. To know how far is students’ mastery on gerund phrase in the fifth
semester students of English Department of STAIN Salatiga in the
academic year of 2014/2015.
2. To know the condition of students’ writing performance in the fifth
semester students of English Department of STAIN Salatiga in the
academic year of 2014/2015.
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3. To know the influences of students’ mastery on gerund phrase toward
students’ writing performance in the fifth semester students of English
Department of STAIN Salatiga in the academic year of 2014/2015.
D. Limitation of the Research
The study will be limited on the mastery on gerund phrase and
writing performance of the fifth semester students of English Department
of STAIN Salatiga, especially on the influence of the students’ mastery on
gerund phrase and their writing performance.
E. Benefit of the Research
This research is conducted in order to give theoretical and practical
benefits:
1. Theoretical benefit
The result of the research is expected can be useful for other
researcher who wants to conduct a research that is related with
grammar usage in writing.
2. Practical benefit
a. The English teacher
The result of the research hoped useful to the teacher for
additional information in teaching grammar especially gerund
phrase and writing. By the result of this research the teachers are
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hoped can improving students’ mastery in using gerund phrase
that composed in writing.
b. The students
The result of the research can be useful for the students to
enhance their ability to mastery gerund phrase and the students
will be able to write well in grammatically.
c. The writer
By conducting this research, the writer gets many
experiences that useful and as a starting point become English
teacher. Also, the result of the study can be reference in teaching
and learning English grammar.
F. Hypothesis
Hypothesis is a declarative statement of theory in testable form or
tentative statements about reality. In this problem, the writer puts
hypothesis that “there is correlation between students’ mastery on gerund
phrase toward their writing performance in the fifth semester students of
English department of STAIN Salatiga in the academic year of 2014/2015.
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G. Definition of Key Terms
a. Mastery
According to Webster (1974: 586) mastery is the state of
having control over something, superiority in competition, victory,
eminent skill or through knowledge.
b. Gerund phrase
Gerund phrase is a group of words (not complete sentence) that
act like a noun. Gerund phrase begin with an –ing word; the –ing
word is usually followed by a noun or a preposition phrase. Gerund
phrase can be the subject of a sentence, the subjective complement (if
they follow a linking verb), the direct object (if they follow an action
verb), or the object of a preposition. (Polette, 2008: 32)
c. Writing
Writing is clearly a system of human intercommunication by
means of conventional visible marks, but it is evident from what has
been said that what the primitive understood as writing is not the same
thing as what we do.(Gelb, 1962: 12)
H. Graduating Paper Out Line
To facilitate the reader in understanding this paper, the writer will
describe the parts in this paper are:
Chapter I is introduction; introduce the researcher by giving a
description of background of the research, problem of the research,
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purposes of the research, limitation of the research, benefit of the research,
hypothesis, definition of keys term, and graduating paper out line.
Chapter II is theoretical framework; it contains theory about
mastery, gerund phrase and its explanation, and the last, theory about
writing and the explanation of writing.
Chapter III is methodology of the research; it contains the data
presentation which shows the data of respondents, data of students’
mastery on gerund phrase and the data of students’ writing achievement.
Chapter IV is data analysis; it explains the analysis of the data
collected and the discussion the finding of the research.
Chapter V is closure; it contains about conclusion and suggestion.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Mastery
Allowing students the opportunity to achieve mastery of content at
different time intervals has proven to be an effective method of increasing
student learning. Regarding students’ grade, they move on to the next set of
chapters, until they are tested on those. They go on to learn more and take the
next test and so on, until they are done with the class. Maybe they really
learned what they were taught, or maybe they only learned a portion, or
maybe they barely understood most of the material, and it's reflected in their
ending grade. But, the question is what are they had to master what they
were taught?.
Based on the statements above, all students must master what they
were taught before moving on the next unit. Thus, students have to achieve a
specified level of content knowledge prior to progression on to a next unit of
instruction.
Mastery is the state of having control over something, superiority
in competition, victory, eminent skill or through knowledge (Webster,
1974:586).
Based on the explanation above, students mastery is students who
is continually and chronically master of knowledge by using their skill to
reach some goals in their learning.
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B. Gerund Phrase
1. Definition of Gerund Phrase
In the English language verb can acts like a noun by adding – ing
word in the ending of the word, it is called gerund. And gerund it may
have modifier and complements it is called gerund phrase.
Gerund phrase can be defined as a group words (not complete
sentence) that acts like a noun. Gerund phrase begin with an – ing word;
the –ing word is usually followed by a noun or a prepositional phrase.
(Polette, 2008: 32). Prepositional phrase is a group of words (not complete
sentence) that is made up of a preposition plus an object
(Polette, 2008: 37). According to Polette (2008: 33) there are some
variations for creating gerund phrase. For example:
- Gerund: eating, dancing, jumping
- Gerund + noun: eating apples, dancing jig
- Gerund + prepositional phrase: skiing down mountains, dancing at
dusk, jumping through hoops.
- Gerund + noun + prepositional phrase: eating apples beneath the full
moon, dancing a jig at dusk, jumping through hoops during a
thunderstorm
- Gerund + noun + adverbial clause: eating apples while the princess
slept, calming the sea because he was compelled to.
In addition, Frank (1972: 314) states that a verb in gerund phrase is
reduced to participial form. All participial forms may function as gerunds
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except the –ed past participle; the most common form, however, is the –
ing present participle. The “subject” of a gerund may be found in another
part of the sentence or it may be understood. A “subject” that is contained
within the gerund phrase takes inflected possessive form, prepositional
form, or unchanged form. The “object” of a gerund is unchanged or is
contained within an of phrase. By means of such changes in the nominal
elements of a simple sentence, these elements may be strung along after
the verb as prepositional phrase.
Thus, the simple sentence the boy shot the bird can become the
gerund phrase the shooting of the bird (original object) by the boy
(original subject). These changes from subject- predicate form also permit
the gerund phrase to be embedded as a noun within another predication for
example: the shooting of the bird by the boy caused her great distress.
The gerund functions as noun head of the gerund phrase, the transformed
“subject” and “object” as adjectival modifier.
In other word, it can be said that the meaning of the gerund phrase
is gerund phrase consist of a gerund and any modifier and complements it
may have. The entire of gerund phrase can do anything a noun can do.
Gerunds lend action to the sentences, when combining two choppy
sentences using a gerund phrase, it may create strong sentences. It may
need to delete, change, or move word when combine sentences using
gerund phrase.
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For example:
Original: I learned to write novel, it was challenging.
Combined: learning to write novel was challenging.
Gerund phrase can be put anywhere in the beginning of the
sentence or as an object of the sentence. For example:
Original: Lisa writes journal everyday, it is her favorite activity.
Combined: Lisa’s favorite activity is writing journal every day.
Combined: writing journal every day is Lisa’s favorite activity.
While another source Risdianto (2010: 128) explains that gerund
phrase is groups of word that consist of a gerund, modifier, pronouns, or
noun phrase that have function as a direct object, indirect object, or
complement of noun.
Finally, from the definition above, the writer can conclude that
gerund phrase is verb that adding by –ing form that act like a noun and it
may have modifier and complement.
2. Function of Gerund Phrase
Risdianto (2010: 128) states that there are four functions of gerund
phrase, such as:
a) Gerund phrase as a subject of sentences
Finding a needle in a haystack would be easier than when we’re
trying to do.
- finding (gerund)
- a needle (direct object of action expressed in gerund)
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- in a haystack (prepositional phrase a adverb)
b) Gerund phrase as direct object of “ appreciate” verb
I hope that you appreciate my offering you this opportunity.
- my (possessive pronoun, )
- offering (gerund)
- you (indirect object expressed in gerund)
- this opportunity (direct object expressed in gerund)
c) Gerund phrase as a subject of complement
Newton’s favorite tactic has been lying to his constituents.
- lying to (gerund)
- his constituents (direct object expressed gerund)
d) Gerund phrase as a preposition
You might get in trouble for faking an illness to avoid work
- Faking (gerund)
- an illness (direct object expressed in gerund)
- to avoid work (infinitive phrase as adverb)
In addition, the function of gerund phrase will be explained as
follows.
Frank (1972: 314) states that gerund phrases may perform all the
functions that nouns are capable of fulfilling. According her there are some
functions of gerund phrase in sentences.
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a. Subject in Gerund Phrases
The subject of a gerund usually denotes a live being, but
sometimes it designates a lifeless thing or an abstract idea. In the
majority of gerund phrase, especially those functioning as objects
of verb or preposition, the subject is either understood or is found
in another part of the sentence.
The subject is understood:
1) The subject is understood as a generic person (everyone,
anyone, people, etc.). Such a subject less gerund phrase is
common in general statements, especially with a form ofbe
as the main verb. For the examples:
Playing with gun is dangerous.
Fishing in this lake is forbidden.
2) The subject is understood from general context
He suggests eating dinner at airport.
Going there today isn’t wise.
If subject is included in the gerund phrase, it may be used in
possessive or unchanged form, in an of phrase, in a by phrase.
a) Subject of gerund in possessive or unchanged forming
Subject a word denoting a live being. The choice of
possessive or non-possessive form often depends on
whether formal or informal usage is being observed.
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In formal usage, possessive forms of nouns and
pronoun are required. For the examples:
The girl resents her sister’s getting more attention than she
does.
The idea of Horold’s getting a job as a traveling salesman
doesn’t appeal to his wife.
In informal usage, the unchanged forms of nouns, as well l
as the object forms of personal pronouns, may be used for
“subject” of gerund. These forms establish a closer relationship
with the verb or preposition after which they commonly appear.
They are more emphatic than the possessive form; in speech they
receive greater stress and are followed by a longer pause.
Gerund phrase after main verb, especially such verbs as
(dis)like, not mind, miss, remember, understand. For the example:
We can’t understand them doing a thing like that.
I remember my father being very strict with us.
The non-possessive forms are probably more common with
noun “subject” than with pronoun “subject”. Subject a word
denoting a lifeless thing or an abstract idea. Much less frequently
than a “subject” that presents a human being, such a “subject” of a
gerund is usually in non-possessive forms. For the examples:
They told us a story of a pirate ship having been sunk in these
waters.
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The doctors are afraid of a relapse occurring in a few months.
b) “ Subject” of gerund an of phrase
An of phrase subject of a gerund may denote a live
being or an inanimate thing. This kinds of “subject” is used
mostly with intransitive verbs. The (occasionally another
determiner) initiates the phrase. For the examples:
The plotting and intriguing of the ambassador for his own
ends finally caused this dismissal.
The shouting of the children disturbed his sleep.
A “subject” representing a live being may
sometimes be put either in an of phrase or in s’ possessive
form –the shouting of the children or the children’s
shouting. The gerund with the possessive “subject” has
greater force as a verb; the gerund with the of phrase
“subject” has greater force as a noun.
c) “Subject” of Gerund a By Phrase
A by phrase “subject” mark the passive voice of a
transitive verb in a gerund phrase.
The broadcasting by that station comes from the top of a
skyscraper.
He resents being nagged by his wife.
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b. “Object” in Gerund Phrases
The form of an “object” in gerund phrase may depend on
what precedes the gerund. If the introduces the gerund, the
“object” of the gerund is in an of phrase. For the examples:
The shooting of those rare birds appalled us.
The storing of merchandise became a problem after the warehouse
burned down.
Determiners other than the ( a, this, some, any)
occasionally initiate a gerund phrase containing an of phrase
“object.” In the construction the . . . –ing + of phrase “object,”
only the –ing ending is used for the gerund (the gerund cannot
have perfect or passive form, nor can it be made negative).
If there is no the or possessive “subject” preceding the
gerund, the “object” of the gerund remains unchanged.
For the examples:
Repairing that lamp will not expensive.
They plan on setting aside some money each month for their old age.
If a possessive “subject” precedes the gerund the “object”
may remain unchanged, for the examples:
Their returning the money was a surprise.
I can’t understand her losing the ring.
And the “object” may be in an of phrase. For the examples:
His reporting of the war won him an award for good journalism.
18
The dictator was hated by many people for his silencing of all
opposition.
Of phrase “objects” are not used at all with gerunds that
represent non-action (the remembering of, the thinking of, the
needing of), but it can used in abstract noun phrase (the
remembrance of, the thought of, the need of).
Personal pronoun “objects” of gerund phrase ( as well as
“subject”) cannot be put in of phrases (the launching of it, their
finding of it).
In a gerund construction that is given passive force only by
a by phrase, an of phrase expresses the original object.
For the examples:
The sailor told us a story about the sinking of ship by pirates.
They complained about the shooting of the birds y the hunters.
This kind of gerund construction with passive force
competes with the construction containing the passive form of the
gerund it self.
For the examples:
The sailor told us a story about a ship having been sunk by pirates.
They complained about the birds being shot by the hunters.
Without a by phrase, a gerund construction containing an
ofphrase may sometimes be interpreted as either active or passive.
Thus, in the shooting of the birds disturbed him, the gerund
19
phrase may be considered as being derived from either someone
shoots the birds or the birds were shot by someone.
After verbs that have both a transitive and intransitive
sense, an of phrase may cause ambiguity, since it functions either
as “subject” or “object” of the gerund. For the examples:
The ringing of the bells (may be derived fromthe bells are ringing,
or someone is ringing the bells).
The sinking of the ship (may derived from the ship is sinking or
someone sank the ship).
Generally, however, in such phrases the presumption with
of is in favor of the “object” rather than the “subject.”
c. Adverb in Gerund Phrase
In a gerund phrase, a word used a an adverb may remain
unchanged or it may take adjective form.
1. Adverb in unchanged form
Such adverb may be used in final position, or, less
commonly, in initial position.
a) Final position
For examples:
The company appreciated his handling the affair discreetly.
Eating and drinking intemperately may ruin one’s health.
20
b) Initial position.
For examples:
He received a reward for promptly returning the money.
His employer was irritated at his never getting to work on
time.
Gerunds are usually preceded by the same types of adverbs as those
that precede finite verbs- usually manner of frequency adverbs.
2. Adverbs changed to adjective form
In gerund phrases, adverbs from simple sentences are often
transformed to adjectives that precede the gerund.
For the examples:
His wife was shocked at his reckless breaking of the law.
The company appreciated his discreet handling of the affair.
d. Gerund Phrases as Subjects of Verbs
A gerund phrase does not occur frequently as a subject.
One of it common use as a subject is in general statements with be
as the main verb. For the examples:
Eating a good breakfast is very wish.
Taking a long walk every day is good exercise.
The gerund phrase may also function as the subject of a verb
expressing:
21
a) Cause – effect relationship
For the example:
Seeing her every day made him realize how wonderful she
was.
b) Emotion
For the example:
Seeing her so thin and pale shocked him.
e. Gerund Phrases as Object of Verb
Certain verbs in English are followed by verbal – either
gerunds or infinitives which are considered as the objects of these
verbs. Common verbs that can be followed by gerunds for example
avoid, consider deny etc. further more, verbs that can be followed
by gerund will be explained in the next section.
f. Gerund Phrases as Objects of Prepositions
Any verb used as the object in a prepositional phrase takes
the form of a gerund. For the examples:
He insisted on paying the entire bill for dinner.
She often dreams about having a lot of money to spend on luxuries.
3. Verbs Frequently Followed by Gerunds
As has been shown, when gerunds follow verbs, they function as
direct objects of those verbs. The sentence pattern thus formed is noun +
verb + noun, a pattern that requires a transitive verb. However, only
certain verbs can be followed by gerunds.
22
Here is a difference list of some of the more common verbs that
can be followed by gerunds.
Table 2.1
List of Verb followed by gerund
No. Words Words
1. Admit 16. mind (dislike)
2. Appreciate 17. miss
3. Avoid 18. notice
4. Consider 19. postpone
5. Continue 20. practice
6. Defer 21. prevent
7. Delay 22. quit
8. Deny 23. resent
9. Detest 24. resist
10. Enjoy 25. risk
11. Escape 26. suggest
12. Finish 27. stop
13. Forgive 28. Try (experiment)
14. Imagine 29. understand
15. Keep (continue) 30. urge
(Whison and Julia, 1980:270)
Table 2.2
List of Gerund after preposition
No. Common phrase with
prepositions
No. Common phrase with
prepositions
1. Angry about 14. Look for to
2. Bored with (by) 15. Believe in
3. Certain of 16. Care about
4. Concerned about 17. Consist of
5. Excited about 18. Depend on
6. Happy about 19. Dream about
7. Interested in 20. Insist on
8. Nervous about 21. Succeed in
9. Responsible for 22. Take care of
10. Satisfied with 23. Talk about
11. Thrilled about (by) 24. Think about
12. Be accustomed to 25. Work (hard) at
13. Be used to 26. Worry about
(Baker and friends, 2003: 244)
23
4. Differences between Gerund and Participle
Both gerund and participle are adding the – ing form of the verb.
But, of them there are differences between gerund and participle. If the
gerund or gerund phrase is the – ing form of the verb used as a noun
(gerund) and may be it have modifiers like a noun (gerund phrase). The
participles will be explained as follow:
a. The Simple Participle
According to Whison and Julia (1980: 261) the present
participle (the – ing form of the verb) and the past participle (the – ed /
en form of the verb) may be used in sentences as adjective modifiers.
They may modify nouns occurring in any position in the sentence.
For examples:
The sewing machine is out of order (present participle)
He is spoiled child (past participle)
The simple participle may have some positions in the sentences.
a. Before a noun
The crying baby is suffering from the heat
b. After a noun
The baby, crying, woke his mother
c. At the beginning of sentence, to modify the subject
Crying, the baby woke his mother
d. After linking verb
She seemed worried
24
b. The participial phrase
Participles commonly have objects and adverbial modifiers
and they can sometimes have objects. The participle and its subjects,
objects, and modifiers make up the participial phrase (Whison and
Julia, 1980: 262).
For examples:
- The girl wearing the red blouse is Angela.
- The man being my uncle, I had no choice but to do as he asked me.
1) Punctuation of the participial phrase
The participial phrase may be restrictive, that is, necessary
to identify the noun it modifies, or nonrestrictive, that is, not
essential to the identification of the noun it modifies.
As with adjective clauses, the nonrestrictive participial
modifier is set off by a comma or commas, according to its
position in the sentence, while the restrictive participle is not
punctuated.
Restrictive: the boy wearing the red shirt is Jerry Webster.
Nonrestrictive: Jerry Webster was there, wearing the red shirt.
2) Position of the participial phrase
The restrictive participle follows the word it modifies. The
nonrestrictive participle, however, may appear before the noun it
modifies, after the noun it modifies, or at the end of the sentence.
25
If participle comes at the beginning of a sentence, it must modify
the subject of the following clause.
Crying for milk, the baby woke everyone up.
The baby, crying for milk, woke everyone up.
The baby woke everyone up, crying for milk.
When a participle has a subject, the resulting participial phrase
comes either at the beginning or the end of the sentence and se off
by comma. These phrases are sometimes called nominative
absolutes. Usually, they have adverbial function in the sentence.
For example:
Time : her lesson finished, the student relaxed
(when her lesson was finished. The student
relaxed)
Cause : the weather appeared stormy, the class
cancelled the picnic.
(because the weather appeared stormy, the
class cancelled the picnic).
Condition : weather permitting, we will have the picnic
next week.
(if the weather permits, we will have the
picnic next week).
26
5. Indicator/ Nature of Students Mastery on Gerund Phrase
There are some indicators of students’ mastery on gerund phrase,
as follow:
a. The students get information to what is expressed in certain verbs
and verb + object combination
b. The students can use a verb+ ing after preposition
c. The students are able to identifies the gerund phrase in a texts
d. The students are able to make sentence related the gerund phrase
e. The students can make list activities related gerund phrase
C. Students’ Writing Performance
1. Definition of writing
According to experts there are many definition and explanation of
writing. Crimmon (1984: 16) states that the definition of writing is hard
work but writing is also opportunity to convey something about your self,
to communicate ideas to people beyond your immediate vicinity, to learn
something you not know. To make good use of the opportunities, you
develop the confidences that will enable you to overcome whatever
frustration writing assignment may present. Gelb (1962: 12) defines
writing is a human intercommunication by means of conventional visible
mark. According to Siburian (2013: 33) states that writing is a process of
formulating and organizing ideas in right words to deliver the aim and
present them in pieces of paper.
27
In addition, Harmer (2007: 112) state that writing is used as an
aide-memoire or practice tool to help students practice and work with
language they have been studying. Nunan (2003: 88) defines writing is
the physical act of committing words or ideas to some medium, weather
it is hieroglyphics inked onto parchment or an e-mail message type into
computer. On the other hand he states that writing is the mental work of
inventing ideas, thinking about how to express them, and organizing
them into statements and paragraphs that will be clear to a reader.
Based on the explanations above the writer formulates that writing
is a process of submitting the writer’s ideas and developing their
language in intercommunication in right word in order to the reader could
understand what the writer want to say.
2. Process of Writing
Langan (2011: 22) divides writing process into four parts, they are:
a. Prewriting
There are four prewriting techniques that will help to think
and develop a topic and get words. They are free writing,
questioning, making a list, and preparing a scratch outline.
b. Writing
Be prepared to put in additional thoughts and details that
did not emerge during prewriting.
28
c. Revising
Revising means making any changes and any point in the
writing process. There are three stages to the revising process:
revising content, revising sentence and editing.
d. Editing
After revising for the content and style, the next step is
editing for error grammar, punctuation and spelling.
3. Basics Principle in Writing
According to Leo (2007:1), he divides basic principle in writing
into three parts, they are:
a. Content
The content is the body of a piece or the core of writing
including discussion, evaluation, elaboration or explanation of the
writer. In this basic should be relevant, clear and specific.
a) Relevant
The topic and the content should be relevant it is mean
that the readers enjoy when they grasp the concept.
b) Clear
In writing we want to convey what our concept to reader
then must be clearly.
c) Specific
The reader does not catch the message when the writer
means too general. In this way the content should be specific.
29
b. Register
Register is a choices of vocabulary or style language
which be used in writing.
1) Formal
The language is used as casual expression, free from
grammatical error and simplistic sentence structure. The
particular style of writer avoids slang, colloquial and
nonstandard language.
2) To the point
The writer tells to the reader without wandering here or
there. In this way it save energy and can be understood.
3) Concise
Concise is necessary in academic writing. Unclear
explanation can lose the reader concentration.
c. Topic (offences free)
The offences should be avoided in academic writing. It is
include plagiarism and sensitive issue.
a) Plagiarism
It means that the writer puts people’s opinion without
enclosing the sources.
30
b) Sensitive issue
The issue has avoided such as races, social groups and
religions because there are very sensitive, controversial and
personal.
4. Style in Writing
Crimmon (1984: 309) state writing style is anything from writers’
philosophy to his or her choice of words or sentence structure. According
to him there are three elements of writing style, they are:
a. Word choice/ sentence structure
Good writers are concise and precise, weeding out unnecessary
words and choosing the exact word to convey meaning. Precise words,
active verbs, concrete nouns, specific adjectives help the reader
visualize the sentence.
b. Diction
Diction is the flow and rhythm of phrases and sentences. Good
writers use a variety of sentences with different lengths and rhythms
to achieve different effects..
c. Tone
Tone is the sum of those characteristic that reveal writers’ attitude
toward their subject and their read
5. The Indicator of Students Writing Performance
In the writing performance the indicator is used to knowing the
students outcome in their learning. Performance indicator should be
31
developing which identify the focus on instruction and the level which
students should demonstrate their writing performance. There are some
indicators the students writing performance, they are:
a. Students consistently use the rules of standard English convention in
their writing (application level).
b. Students able in choosing appropriate words choices (evaluation
level).
c. Students can apply the writing process to compose text (application
level)
d. Students should use the logical organizational pattern in their writing
(application level).
32
CHAPTER III
RESEARCH METHOD
In this chapter, the writer will explain about research method. It consists of
setting of the research that is STAIN Salatiga, research method, and data
presentation.
A. The Setting of the Research
1. Profile of State Institute of Islamic Studies (STAIN) Salatiga.
State Institute of Islamic Studies (STAIN) Salatiga is located on
TentaraPelajar Street Number 02, East Java. At the beginning, this
institute is constitute private institute and then was changed became a
state institute and as a branch of IAIN Walisongo Semarang. This status
based on recommendation letter of Minister of Religious Affair number
30, April 16th
1970.
In the year 1997, Education Faculty of Islamic Studies (IAIN)
Walisongo, Semarang that located in Salatigawas changed into State
Institute of Islamic Studies (STAIN),Salatiga became independent
college under the Islamic Religion Ministry. The transferring of status
based on presidential decree of Indonesia number11, March 21st
1997.
The transferring status become STAIN have been take along the
raising, not only in physical aspect but also in non-physical aspect. Until
now STAIN Salatiga have two college locations, the first is located on
TentaraPelajar Street number 02 and the second is located on
33
NakuloSadewo Street VA number 09, KembangArum,Salatiga. Since, in
the year 2010 STAIN Salatiga have prepared the integrated area college
in Pulutan (jalanlingkarselatan), Salatiga. It is in accordance with an
effort to increase the institutional status of STAIN become IAIN and
finally is hoped can become State of Islamic University (UIN),Salatiga.
(STAIN Salatiga’s Academic Guiding Book, 2014:17)
2. Vision, Mission and purpose of State Institute of Islamic Studies
(STAIN) Salatiga.
a. Vission
STAIN Salatiga hope can be references of Islamic- Indonesian
study for building society piece and prestigious in the year 2025.
b. Mission
1) Implementing education in all discipline science of Islamic that
base on Indonesian values.
2) Implementing a research in all discipline science of Islamic for
reinforcing Indonesian values.
3) Implementing society service that base on research for
reinforcing Indonesian values.
4) Developing culture of students that reflect Indonesian Islamic
values.
5) Implementing management of educational that professional and
accountable.
34
c. Educational purpose
1) Developing potential of the students in order to be human who
have devout and pious to the God and have good morals,
healthy, bookish, skillful, creative, independent, competent, and
cultured to importance the nation;
2) Producing the graduate who mastering science and technology
that based on Islamic science to fulfill importance the notion;
3. Faculty and Study Program
Based on the Academic Guiding Book (2014: 10), STAIN
Salatiga has several kinds of faculties. Those faculties are as follow:
a. Educational faculty
Its functions are organizing academic and professional
education. Purpose of educational faculty is making Bachelor of
Islamic Educationthat is skillful in the Islamic education and
teaching with specific skill in the subject of Islamic education,
Arabic language, English language, and teacher of Islamic Primary
School. Furthermore, Educational faculty has six study programs,
namely:
1) Islamic Department
2) Arabic Department
3) English Department
4) Islamic Primary School Teaching Department
5) Islamic Kindergarten School Teaching Department
35
6) Islamic Communication and Broadcasting
b. LawFaculty
Law faculty has function to educate the graduated students
that have both Islamic law and judicature court (Ahwal al-
Syakhshiyyah). The study program of law faculty has six
programs,they are:
1) Judicature Court Department
2) Islamic Banking Department (S1)
3) Islamic Banking Department (D3)
4) Islamic Accounting Department
5) Al-Qur’an Science and Tafsir
6) Islamic History and Culture Department
c. Particular program( international class program)
International class program was opened in the academic year
2010/2011. This program consists of the students from either
Educational or Law faculty that pass the selection. International
Class Program has aim to give opportunity to get experience on
living or studying abroad.
d. Postgraduate Program
Postgraduate program is the newest program was established
in the academic year 2011/2012. It is based on decree of General
Director Islamic Study No. Dj. l/818/2010 on November 22,
36
2010.By study program postgraduate Islamic Educational Religion
that the end of the graduated students will accept M.Pd.I (Master of
Islamic Education degree).
B. Research Method
1. Type of Research
The type of research in this study is quantitative research.
According to Emzir (2010: 28) quantitative research is a research
approach in primarily using post positivist paradigm in developing
knowledge and using research strategy likes experiment and survey that
require statistic data.
The method that is used by the writer is correlation research.
According to Gay as quoted by Emzir (2010: 28) correlation research is
to find out correlation between variables, or to use the correlation to
make prediction. Thus, in this research, the writer uses a bivariate
correlation. Bivariate correlation is a research that has aims to describe
correlation between two variables, variable X and variable Y (Emzir,
2010: 48). Variable in this research are variable X is students’ mastery on
gerund phrase, and variable Y is students’ writing performance.
The writer uses this method because the sample of this research has
homogeneity and has same opportunity to become member of research.
37
2. Subject of the Research
Subjectsof this research are the fifth semester students of English
Department of STAIN Salatiga in the academic year of 2014/2015 who
joins in writing class. To clarify the subject of the research, the writer
explains as follows:
a. Population
Population is groups of people, occurrence, and things which
it can be object of research (Alting, 2010: 88). On the other word, a
population is a set (or collection) of all elements processing one or
more attributes of interest (Arikunto, 2006: 130).
Populations of this research are fifth semester students of
English Department of STAIN Salatiga in the academic year
2014/2015. As in the presence list of fifth semester students of
English Department overall the total numbers students are 173
students that divided into five classes. But, there are only 132
students who are take writing class, and the other students are in the
upper semester.
Table 3.1
The Number of the Fifth Semester Students That Taken
Writing Class
No Class Male Female Total
1. TBI A 5 19 24
2. TBI B 9 14 23
3. TBI C 10 18 28
38
4. TBI D 8 23 31
5. TBI E 7 19 26
Total 39 92 132
The presence list of each group in the academic year 2014/2015
b. Sample
According to Alting (2010, 88) Sample is a part of elements
or parts of population that is chosen to get the data. From thetotal
numbers of 132 students that taken writing class the writer just takes
40 students randomly as a data of this research because they have
difference ability in mastery both gerund phrase and
writing.Sometimes, they are good in grammar but bad in writing.
Otherwise, they are good in writing but in grammar very weak. So,
the writer takes sample randomly they will have same opportunity to
be a sample.
c. Sampling
Sampling is process of determination sample or
representative the population (Alting, 2010: 88).They are two kinds
of sampling technique, they are random sampling and non random
sampling ( Arikunto, 2002: 109).
In this research, the writer uses randomsampling. The writer
uses simple random sampling in this research because the members
of population have the same opportunity and the classes are
homogeneity to be chosen as member of sample (Eriyanto, 2007:
39
73).
Here, 40 students of fifth semester of English Department as
the subject of the research.
Table 3.2
List of subject of the research
No. Students Number Name
1. 113-12-004 EK
2. 113-12-047 FA
3. 113-12-050 AN
4. 113-12-067 KA
5. 113-12-002 MAS
6. 113-12-014 AZ
7. 113-12-026 FAY
8. 113-12-051 YS
9. 113-12-061 AS
10. 113-12-085 MM
11. 113-12-110 UK
12. 113-12-127 IRD
13. 113-12-129 NF
14. 113-12-136 HSP
15. 113-12-156 DWU
16. 113-12-165 MA
17. 113-12-167 AAM
18. 113-12-171 AM
19. 113-12-008 DL
20. 113-12-011 FL
21. 113-12-022 INM
22. 113-12-071 NU
23. 113-12-151 HAN
24. 113-12-072 IM
25. 113-12-080 SPT
26. 113-12-081 WRP
27. 113-12-104 AS
28. 113-12-122 BY
29. 113-12-016 AH
30. 113-12-052 LNH
31. 113-12-065 IMH
32. 113-12-077 MM
33. 113-12-113 MS
34. 113-12-114 NI
35. 113-12-117 RAD
36. 113-12-137 ESR
40
37. 113-12-159 NZN
38. 113-12-169 WDN
39. 113-12-170 AM
40. 113-12-134 NK
3. Techniques of Collecting Data
For collecting the data, the writer uses some methods as following:
a. Documentation
Documentation is finding the data about all variables in the
notebook, newspaper, magazine, and so on (Arikunto, 2006: 231).
The writer used this method to get the data for knowing the profile
of students’ gerund phrase achievement and condition of STAIN
Salatiga.
b. Test
According to Hadjar (1999: 173) Test is instrument used to
measure someone’s behavior, performance, knowledge,
intelligence, ability or attitude. By doing the test it can become
guidance for the teacher to collect the data of students’ mastery on
gerund phrase and the students’ writing performance.
In this research, the writer chooses the multiple - choice
items and short - answer items. Multiple - choice items types were
developed to overcome a number of the weakness of the
composition test and the items generally can be answer fairly
rapidly (Haris, 1969: 7). While, short - answer items is a test to
41
examinee either to complete a sentence or to compose one of their
own according to very specific directions (Haris, 1969: 8).
The writer uses both multiple- choice types and short -
answer types because is hoped the students not only can answer the
test rapidly but also they can provide the examinee with the
opportunity to compose their own answer and it can measure their
intellectual achievement.
Furthermore, both multiple choice type and short answer test
is usedby the writer to measure the students’ mastery on gerund
phrase. The test consists of 25 items that is divided into two kinds
of test variation that is 10 multiple - choices items and 15 short -
answer types to examine students’ mastery on gerund phrase.
While, to measure students’ writing performance the writer asks
the students to make short essay that related with gerund phrase.
The students make essay according to their own ideas.
4. Technique of Data Analysis
a. Scoring
From the explanation above, the tests is used to knowing the
students mastery on gerund phrase are multiple choice type and
short-answer type, and written expression type to knowing the
writing performance.
42
The gerund phrase test is divided into two kinds of test
variation, the first is 10 items multiple choices type and second is 15
items short answer question type. The writer uses 10-100 scale to
determine the level of the students’ mastery on gerund phrase.
Because the gerund phrase test has two kinds of test, so, each
item has different score. 10 items multiple choice has 1 score only
and 15 items short answer question has 4 score. The scoring can be
seen in the following table.
Table 3.3
Scoring of Gerund Phrase
score Detail explanation
4 excellent command of language, proper use of
grammar/writing conventions, few to no misspelled words,
correct word choice, excellent variety and complexity of
sentence structure, uses proper citation format
3 good command of language, generally proper use of
grammar/writing conventions, minimal misspelled words,
largely good word choice, some variety and complexity in
sentence structure, generally uses proper citation format
2 generally proper use of grammar/writing conventions, but
with simple sentences generally lacking variety/complexity
in structure, acceptable citation format
1 weak use of language, poor grammar, and numerous
mechanical errors undermine coherence, weak citation
format
The test type that is used by the writer to examine the students’
writing performance is written expression by which the respondents
are asked to make a short essay that related with gerund phrase. To
assess the writing performance the writer uses 1-4 scale. The scoring
can be seen as follow:
43
Table: 3.4
Scoring of writing performance
Grade Scale Detail explanation
A 80-100 Well organized. The message is completely
comprehensible. Arguments are relevant and
related to writer’s view. Main ideas and effective
supporting ideas are clearly stated. The language is
clear, smooth and interesting, and is consistently
accurate. There are no major errors of vocabulary,
spelling, punctuation, or grammar.
B 67-79 Well organized and highly comprehensible.
Arguments are quite relevant in relation to writer’s
view. Main ideas and effective supporting ideas
are almost clearly stated. There is clear message
with only minor loss of detail and little need for
correction of vocabulary, spelling, punctuation, or
grammar. The language is clear and interesting.
C 55-66 It is rather well organization. Arguments are rather
relevant in relation to writer’s view. Main ideas
and supporting ideas are rather clear. The message
is almost clear but with some loss of detail. Many
corrections of vocabulary, spelling, punctuation, or
grammar are needed.
D 41- 54 Its organized and message are rather difficult to be
followed. Arguments are only slightly relevant in
relation to writer’s view. Main ideas and
supporting ideas rather trouble the reads.
Language is rather unclear and has frequently
errors of vocabulary, spelling, punctuation, or
grammar.
E 40 less Its organization and message are difficult to be
followed. Arguments are not relevant or not
related to writers’ view. Main ideas and supporting
ideas are not clearly stated. The language is not
clear, has frequently serious errors of vocabulary,
spelling, punctuation, or grammar.
(Leo, 2007: viii)
After knowing the result and the score of the students’ mastery
on gerund phrase and their writing performance the writer will find
44
the percentage of these two variables by using the formula as follow:
P
X100%
By which:
P= the percentage
F= the frequency
N= the number of students
b. Data analysis
To calculate the data of the students, the writer uses SPSS
(Statistical Product and Service Solution) 16.0 windows program.
This program is used to measure the tightness of relationship among
the test result from the population that has two variants (bivariate).
In this research, the writer uses SPSS 16.0 windows program
to find out the correlation score between students’ mastery on gerund
phrase toward students’ writing performance. The writer usesthis
program because faster when calculating the data. As state by
Santoso (1999: 7) there are three minds superiority of this program
rather than conventional calculating, they are:
1) Speed
SPSS 16.0 windows program can calculate the data in big
amount and it will faster to find out the result of correlation.
45
2) Accuracy
SPSS 16.0 windows program can manufacture the data
rapidly and more dependable than conventional. For instant, it can
calculate the division process in the smallest decimal exactly in a
second.
3) Reliability
SPSS 16.0 windows program can process the data
continually and do not have a limitation of fatigue except there is
destruction in the machine/ metal fatigue.
In addition, to show the validity of deviation, the writer also
uses product moment process formula as below:
rxy = ( )( )
√* ( ) +* ( ) +
By which:
rxy = is product moment correlation score between
variable X and Y ( students’ mastery on gerund
phrase and students’ writing performance)
∑ = is the total score of variable X (students’ mastery
on gerund phrase)
∑ = is the score of variable Y (students’ writing
performance)
46
∑ = is the total score of variable X and Y (students’
mastery on gerund phrase and students’ writing
performance)
N = is the number of students
(Arikunto, 2002: 146)
C. Data Presentation
1. Data of Students’ Mastery on Gerund Phrase
The following table is the test result of gerund phrase of the
respondent.
Table 3.5
Data of Students’ Mastery on Gerund Phrase
No. Students Number Name Score
1. 113-12-004 EK 34
2. 113-12-047 FA 35
3. 113-12-050 AN 82
4. 113-12-067 KA 63
5. 113-12-002 MAS 84
6. 113-12-014 AZ 71
7. 113-12-026 FAY 84
8. 113-12-051 YS 93
9. 113-12-061 AS 94
10. 113-12-085 MM 87
11. 113-12-110 UK 54
12. 113-12-127 IRD 92
13. 113-12-129 NF 89
14. 113-12-136 HSP 75
15. 113-12-156 DWU 84
16. 113-12-165 MA 64
17. 113-12-167 AAM 62
18. 113-12-171 AM 84
19. 113-12-008 DL 84
20. 113-12-011 FL 32
21. 113-12-022 INM 36
22. 113-12-071 NU 33
23. 113-12-151 HAN 50
24. 113-12-072 IM 44
47
25. 113-12-080 SPT 37
26. 113-12-081 WRP 36
27. 113-12-104 AS 39
28. 113-12-122 BY 31
29. 113-12-016 AH 62
30. 113-12-052 LNH 70
31. 113-12-065 IMH 93
32. 113-12-077 MM 48
33. 113-12-113 MS 71
34. 113-12-114 NI 40
35. 113-12-117 RAD 57
36. 113-12-137 ESR 50
37. 113-12-159 NZN 58
38. 113-12-169 WDN 24
39. 113-12-170 AM 90
40. 113-12-134 NK 92
2. Data of Students’ Writing Performance
Here is the data of respondents’ writing performance.
Table 3.6
Data of Students’ Writing performance
No. Students Number Name Score
1. 113-12-004 EK 57
2. 113-12-047 FA 54
3. 113-12-050 AN 55
4. 113-12-067 KA 54
5. 113-12-002 MAS 48
6. 113-12-014 AZ 72
7. 113-12-026 FAY 73
8. 113-12-051 YS 79
9. 113-12-061 AS 76
10. 113-12-085 MM 67
11. 113-12-110 UK 66
12. 113-12-127 IRD 73
13. 113-12-129 NF 73
14. 113-12-136 HSP 70
15. 113-12-156 DWU 75
16. 113-12-165 MA 79
17. 113-12-167 AAM 73
18. 113-12-171 AM 79
19. 113-12-008 DL 55
20. 113-12-011 FL 47
48
21. 113-12-022 INM 76
22. 113-12-071 NU 71
23. 113-12-151 HAN 76
24. 113-12-072 IM 79
25. 113-12-080 SPT 79
26. 113-12-081 WRP 48
27. 113-12-104 AS 39
28. 113-12-122 BY 53
29. 113-12-016 AH 54
30. 113-12-052 LNH 54
31. 113-12-065 IMH 34
32. 113-12-077 MM 43
33. 113-12-113 MS 37
34. 113-12-114 NI 24
35. 113-12-117 RAD 39
36. 113-12-137 ESR 66
37. 113-12-159 NZN 76
38. 113-12-169 WDN 58
39. 113-12-170 AM 54
40. 113-12-134 NK 70
The data above are the result of students’ mastery on
gerund phrase and students’ writing performance. Those data will
be analyzed statistically in the chapter IV.
49
CHAPTER IV
DATA ANALYSIS
In this chapter, the writer presents and analyzes the data that have been
done by the sixth semester students of English Department of STAIN Salatiga in
the academic year of 2014/2015. The data analyses are about two variables
students’ mastery on gerund phrase (variable X) and their writing performance
(variable Y). Furthermore, the findings will be used to answer the objectives of
the research which is explained in the chapter I. The objectives of the research are:
1. To know how far is students’ mastery on gerund phrase
2. To know the condition of students writing performance
3. To know there is an influence of students’ mastery on gerund phrase toward
students’ writing performance (to prove the hypothesis that there is a
correlation between students’ mastery on gerund phrase toward their writing
performance).
A. Data Analysis
1. Students’ Mastery on Gerund Phrase
The writer used test to obtain the score of students’ mastery on
gerund phrase (variable x). In composing the test, the writer used both
multiple choice test and short-answer test by scale of 10-100.
The score of students’ mastery on gerund phrase can be seen in
the following table:
50
Table 4.1
Score of Students’ Mastery on Gerund Phrase
No. Students
Number
Name Score Qualificati
on
1. 113-12-002 MAS 84 Excellent
2. 113-12-004 EK 38 Poor
3. 113-12-008 DL 94 Excellent
4. 113-12-011 FL 64 Good
5. 113-12-014 AZ 71 Good
6. 113-12-016 AH 62 Good
7. 113-12-022 INM 50 Fair
8. 113-12-026 FAY 90 Excellent
9. 113-12-047 FA 60 Good
10. 113-12-050 AN 82 Excellent
11. 113-12-051 YS 93 Excellent
12. 113-12-052 LNH 70 Good
13. 113-12-061 AS 94 Excellent
14. 113-12-065 IMH 90 Excellent
15. 113-12-067 KA 67 Good
16. 113-12-070 AM 90 Excellent
17. 113-12-071 NU 40 Poor
18. 113-12-072 IM 55 Fair
19. 113-12-077 MH 30 Poor
20. 113-12-080 SPT 37 Poor
21. 113-12-081 WRP 44 Poor
22. 113-12-085 MM 90 Excellent
23. 113-12-104 AS 40 Poor
24. 113-12-110 UK 54 Fair
25. 113-12-113 MS 71 Good
26. 113-12-114 NI 30 Poor
27. 113-12-117 IRD 62 Good
28. 113-12-122 BY 38 Poor
29. 113-12-127 IRD 92 Excellent
30. 113-12-129 NF 91 Excellent
31. 113-12-134 NK 92 Excellent
32. 113-12-136 HSP 75 Good
33. 113-12-137 ESR 56 Fair
34. 113-12-151 HAN 53 Fair
35. 113-12-156 DWU 84 Excellent
36. 113-12-159 NZN 67 Good
37. 113-12-165 MA 70 Good
38. 113-12-167 AAM 62 Good
39. 113-12-169 WDN 35 Poor
40. 113-12-171 AM 84 Excellent
N = 40 ∑ = 2651
51
Furthermore, the writer will calculate the data to find out the
percentage of students’ mastery on gerund phrase by using the
formula:
P
X100%
By which:
P= the percentage
F= the frequency
N= the number of students
1. The total number of the students’ mastery on gerund phrase that
having excellent qualification are 14 students. The percentage is as
follow:
P =
x 100% = 35%
2. The total number of the students’ mastery on gerund phrase that
having good qualification are 12 students. The percentage is as
follow:
P =
x 100% = 30%
3. The total number of the students’ mastery on gerund phrase that
having fair qualification are 5 students. The percentage is as
follow:
P =
x 100% = 12.5%
52
4. The total number of the students’ mastery on gerund phrase that
having poor qualification are 9 students. The percentage is as
follow:
P =
x 100% =22.5%
From the result of students’ mastery on gerund phrase
above, it can be seen the four level of mastery as follow:
80%- 100% = excellent
60%-79% = good
50%- 59% = fair
0- 49% = poor (Harris,1969:134)
Based on the result above, the highest percentage of
students’ mastery on gerund phrase is 35% in excellent
qualification. It means that the fifth semester students of English
Department of STAIN Salatiga in the Academic year 2014/2015
have an excellent level in mastering the gerund phrase.
2. Students’ Writing Performance
Moreover, to get the data of students’ writing performance
(variable y), the writer used written expression by 1- 4 scale. The
result of the students’ writing performance can be seen as follow:
53
Table 4.2
Score of Students’ Writing Performance
No. Students
Number
Name Score Qualificati
on
1. 113-12-002 MAS 50 Fair
2. 113-12-004 EK 57 Fair
3. 113-12-008 DL 60 Good
4. 113-12-011 FL 74 Good
5. 113-12-014 AZ 72 Good
6. 113-12-016 AH 54 Fair
7. 113-12-022 INM 76 Good
8. 113-12-026 FAY 73 Good
9. 113-12-047 FA 54 Fair
10. 113-12-050 AN 55 Fair
11. 113-12-051 YS 72 Good
12. 113-12-052 LNH 55 Fair
13. 113-12-061 AS 76 Good
14. 113-12-065 IMH 54 Fair
15. 113-12-067 KA 52 Fair
16. 113-12-070 AM 54 Fair
17. 113-12-071 NU 60 Good
18. 113-12-072 IM 65 Good
19. 113-12-077 MH 43 Poor
20. 113-12-080 SPT 79 Good
21. 113-12-081 WRP 48 Poor
22. 113-12-085 MM 67 Good
23. 113-12-104 AS 68 Good
24. 113-12-110 UK 66 Good
25. 113-12-113 MS 33 Poor
26. 113-12-114 NI 24 Poor
27. 113-12-117 IRD 39 Poor
28. 113-12-122 BY 52 Fair
29. 113-12-127 IRD 74 Good
30. 113-12-129 NF 75 Good
31. 113-12-134 NK 70 Good
32. 113-12-136 HSP 70 Good
33. 113-12-137 ESR 66 Good
34. 113-12-151 HAN 76 Good
35. 113-12-156 DWU 75 Good
36. 113-12-159 NZN 68 Good
37. 113-12-165 MA 79 Good
38. 113-12-167 AAM 76 Good
39. 113-12-169 WDN 56 Fair
40. 113-12-171 AM 79 Good
N = 40 ∑ 2496
54
Next step the writer will calculate the data to find out the
percentage of students’ writing performance by using the formula:
P
X 100%
By which:
P= the percentage
F= the frequency
N= the number of students
1. The total number of the students’ writing performance that having
excellent qualification are 0 students. The percentage is as follow:
P =
x 100% = 0%
2. The total number of the students’ writing performance that having
good qualification are 24 students. The percentage is as follow:
P =
x 100% = 60%
3. The total number of the students’ writing performance that having
fair qualification are 11 students. The percentage is as follow:
P =
x 100% = 27.5%
4. The total number of the students’ writing performance that having
poor qualification are 5 students. The percentage is as follow:
P =
x 100% = 12.5%
55
Based on the result above, the highest percentage of
students’ writing performance is 60% in good qualification. It
means that the fifth semester students of English Department of
STAIN Salatiga in the Academic year 2014/2015 have a good level
in their writing performance.
3. Correlation between Students’ Mastery on Gerund Phrase and their
Writing Performance
In this research, the writer uses program SPSS 16.0 windows
to calculate the correlation between students’ mastery on gerund
phrase and their writing performance. As it have explained in chapter
III, the writer uses this program because it is faster, accurately, and
reliability.
Table below is used the writer to accumulate result of data
the students’ mastery on gerund phrase toward students’ writing
performance.
Table 4.3
The Accumulation Data of the Students’ Mastery on
Gerund Phrase (variable X) and Their Writing
Performance (variable Y)
No. Students
Number
Name X Y
1. 113-12-004 EK 34 57
2. 113-12-047 FA 35 54
3. 113-12-050 AN 82 55
4. 113-12-067 KA 63 54
5. 113-12-002 MAS 84 48
6. 113-12-014 AZ 71 72
7. 113-12-026 FAY 84 73
8. 113-12-051 YS 93 79
9. 113-12-061 AS 94 76
10. 113-12-085 MM 87 67
56
11. 113-12-110 UK 54 66
12. 113-12-127 IRD 92 73
13. 113-12-129 NF 89 73
14. 113-12-136 HSP 75 70
15. 113-12-156 DWU 84 75
16. 113-12-165 MA 64 79
17. 113-12-167 AAM 62 73
18. 113-12-171 AM 84 79
19. 113-12-008 DL 84 55
20. 113-12-011 FL 32 47
21. 113-12-022 INM 36 76
22. 113-12-071 NU 33 71
23. 113-12-151 HAN 50 76
24. 113-12-072 IM 44 79
25. 113-12-080 SPT 37 79
26. 113-12-081 WRP 36 48
27. 113-12-104 AS 39 39
28. 113-12-122 BY 31 53
29. 113-12-016 AH 62 54
30. 113-12-052 LNH 70 54
31. 113-12-065 IMH 93 34
32. 113-12-077 MM 48 43
33. 113-12-113 MS 71 37
34. 113-12-114 NI 40 24
35. 113-12-117 RAD 57 39
36. 113-12-137 ESR 50 66
37. 113-12-159 NZN 58 76
38. 113-12-169 WDN 24 58
39. 113-12-170 AM 90 54
40. 113-12-134 NK 92 70
N= 40 ∑ = 2651 ∑ 2496
Furthermore, the data above will be analyzed by the writer
by using the program SPSS 16.0 windows. Table bellow is the result
of SPSS program:
57
Table: 4.4
The result data correlation
*Correlation is significant at the 0.05 level (2-tailed).
Notes:
Person correlation : the score of coefficient correlation between
variable
Sig. (2-tailed) : the significance test of coefficient correlation
N : the number of sample
To analyze the significance correlation between students mastery
on gerund phrase toward their writing performance, the writer uses the
hypothesis formula as follow:
Ho = there is no a significant correlation between variable x
(gerund phrase) and variable y (writing performance)
Hi = there is a significant correlation between variable x (gerund
phrase) and variable y (writing performance)
Correlations
x y
Variable x Pearson Correlation 1 .334
*
Sig. (2-tailed) .035
N 40 40
Variable y Pearson Correlation .334
* 1
Sig. (2-tailed) .035
N 40 40
58
To analyze the statistical hypothesis of the research, the
writer puts criteria as follow:
If r-calculation ≥ r- table, Ho is rejected
If r-calculation ≤ r- table, Ho is accepted
From the result on the SPSS 16.0 windows program above,
the score correlation is 0.334 and the level of coefficient significance
correlation is 0.35. Where r- calculation= 0.334 ≥ r table=0.312. It
means that the correlation between students’ mastery on gerund
phrase toward their writing performance is significant by significance
correlation is 0.05 or 5%.
From the explanation above, the writer conclude that there is
significant correlation between students’ mastery on gerund phrase
toward students’ writing performance but the level significance is low.
Besides using SPSS 16.0 windows program the writer uses as
well as conventional calculation to show the validity of deviation. The
data will be calculated by using correlation product moment formula.
The formula as follow:
rxy = ( )( )
√* ( ) +* ( ) +
By which:
rxy = is product moment correlation score between variable X and Y (
students’ mastery on gerund phrase and students’ writing
performance)
59
∑ = is the total score of variable X (students’ mastery on gerund
phrase)
∑ = is the score of variable Y (students’ writing performance)
∑ =is the total score of variable X and Y (students’ mastery on
gerund phrase and students’ writing performance)
N = is the number of students
Table 4.5
Correlation between Students’ Mastery on Gerund Phrase and
their Writing Performance
no NIM X Y X2
Y2
XY
1. 113-12-002 84 50 7056 2500 4200
2. 113-12-004 38 57 1444 3249 2166
3. 113-12-008 94 60 8836 3600 5640
4. 113-12-011 64 74 4096 5476 4736
5. 113-12-014 71 72 5041 5184 5112
6. 113-12-016 62 54 3844 2916 3348
7. 113-12-022 50 76 2500 5776 3800
8. 113-12-026 90 73 8100 5329 6570
9. 113-12-047 60 54 3600 2916 3240
10. 113-12-050 82 55 6724 3025 4510
11. 113-12-051 93 72 8649 5184 6696
12. 113-12-052 70 55 4900 3025 3850
13. 113-12-061 94 76 8836 5776 7144
14. 113-12-065 90 54 8100 2916 4860
15. 113-12-067 67 52 4489 2704 3484
16. 113-12-070 90 54 8100 2916 4860
17. 113-12-071 40 60 1600 3600 2400
18. 113-12-072 55 65 3025 4225 3575
19. 113-12-077 30 43 900 1849 1290
20. 113-12-080 37 79 1369 6241 2923
21. 113-12-081 44 48 1936 2304 2112
22. 113-12-085 90 67 8100 4489 6030
23. 113-12-104 40 68 1600 4624 2720
24. 113-12-110 54 66 2916 4356 3564
25. 113-12-113 71 33 5041 1089 2343
26. 113-12-114 30 24 900 576 720
27. 113-12-117 62 39 3844 1521 2418
60
28. 113-12-122 38 52 1444 2704 1976
29. 113-12-127 92 74 8464 5476 6808
30. 113-12-129 91 75 8281 5625 6825
31. 113-12-134 92 70 8464 4900 6440
32. 113-12-136 75 70 5625 4900 5250
33. 113-12-137 56 66 3136 4356 3696
34. 113-12-151 53 76 2809 5776 4028
35. 113-12-156 84 75 7056 5625 6300
36. 113-12-159 67 68 4489 4624 4556
37. 113-12-165 70 79 4900 6241 5530
38. 113-12-167 62 76 3844 5776 4712
39. 113-12-169 35 56 1225 3136 1960
40. 113-12-171 84 79 7056 6241 6636
N= 40 2651 2496 192339 162746 169028
From the tabulation above, indicate the value:
∑ =2651
∑ =2496
∑ =192339
∑ =162746
∑ =169028
Then, those data is calculated as follows:
rxy =
( )( )
√* ( ) +* ( ) +
rxy=
– ( ) ( )
√* ( ) +* ( ) +
rxy=
–
√* +* +
rxy=
√* +* +
61
rxy=
√
rxy=
rxy= 0.33414382
rxy= 0.334
From the result of calculation that using product moment
correlation above is 0,334. It indicates that both of SPSS 16.0 and
product moment correlation have similar score that are 0,334.
From the interpretation of r value, 0,334 is existing
between 0, 20 – 0, 40. It indicates that there is correlation between
students’ mastery on gerund phrase and the students’ writing
performance, but the correlations are weak. The interpretation of r
value can be seen in the following.
Table 4. 6
Interpretation of r value
The r value Interpretation
0,800 – 1.00 Very High
0,600 – 0,800 High
0,400 – 0,600 Fair
0,200 – 0,400 weak
0,000 – 0,200 Very weak
(Arikunto, 2002:276)
62
B. Discussion
Gerund phrase is verb adds –ing form and a complement that have
functioned as noun in the sentence. We know the course of gerund phrase is
not only in the structure subject, but also can be applied in the writing subject.
It can be applied in writing skill to write some article, an essay, short story,
etc, that related with students’ writing performance. As we know that one of
the indicator of students writing performance is student can apply Standard
English conventions in their writing process. However, some students are
rarely applied on gerund phrase in their writing process. This is caused by
some students who lack on mastering gerund phrase in combining gerund+
noun, gerund+ prepositional phrase, or gerund+ noun+ prepositional phrase.
For the reason above, mastery on gerund phrase is one important thing
for the students, especially for university students. By mastery on gerund
phrase, the students are more creative in applying gerund phrase in their
writing; it can make their writing will be better and more varied than they do
not mastery on gerund phrase.
From the table of students’ mastery on gerund phrase score, it is
shown that the highest score is 94 and the lowest score is 24 by interval 10-
100. Beside that, the score of students writing performance, the highest score
is 79 and the lowest score is 24.
The first discussion in this graduating paper is how far is students’
mastery on gerund phrase of the fifth semester students of English
Department of STAIN Salatiga in the Academic year of 2014/2015. This data
63
is retrieved from 10 items multiple choices testing of gerund phrase and 15
items short answer questions testing of gerund phrase. From the data analysis,
the writer gained that 14 students or 35% include in the high score or having
an excellent qualification, 12 students or 30% include in the good
qualification, 5 students or 12.5% include in the fair qualification and the last
is 9 students or 22.5% include in the poor qualification. So, the writer
concludes that the students’ mastery on gerund phrase of fifth semester
students of English Department of STAIN Salatiga in the academic year of
2014/2015 is excellent.
The second discussion, how is the condition of students’ writing
performance of the fifth semester students of English Department of STAIN
Salatiga in the academic year of 2014/2015. The data is retrieved from the
short essay of students’ writing task. The data is gained there are no one
students that having excellent qualification, 24 students or 60% is include
good qualification, 11 students or 27.5% is include fair qualification and 5
students or 12.5% is include poor qualification. Finally, the writer concludes
that the students’ writing performance of fifth semester students of English
Department of STAIN Salatiga in the cademic year of 2014/2015 is good.
The third discussion is the correlation between students’ mastery on
gerund phrase toward students’ writing performance for the fifth semester
students of English Department of STAIN Salatiga in the academic year of
2014/2015. From the previous explanation, the writer gained the score of
gerund phrase and writing performance in both SPSS windows program and
64
conventional calculation that is 0,334 by level of significance is 0,035. From
the interpretation of r value, 0,334 is existing between 0, 20 – 0, 40. Finally,
the writer concludes that there is a weak correlation between students’
mastery on gerund phrase toward their writing performance.
In addition, the writer finds out some factors that influence the result
of correlation between students’ mastery on gerund phrase in their writing
performance has weak correlation. First, the students are unaware when they
combine some verb+ ing (gerund) with nouns, noun phrases, pronoun,
preposition that make up gerund phrase in their written. Second, the students
unaware about some words that direct are followed by gerund when they used
in their written. For example like, enjoy, continuous, delay, deny, avoid,
admit, etc.
Nevertheless, the correlation between students’ mastery on gerund
phrase toward their writing performance the fifth semester students of English
Department of STAIN Salatiga in the Academic Year of 2014/2015 has weak
correlation but it accepted.
65
CHAPTER V
CLOSURE
In this chapter, the writer will present the conclusion that is related with
three objectives of the research. Firstly, to know how far is students’ mastery on
gerund phrases. Secondly, to know how is the condition of students’ writing
performance. And the last, the influence of students’ mastery on gerund phrase
toward their writing performance of the fifth semester students of English
Department of STAIN Salatiga in the academic year of 2014/2015. Moreover, the
writer would like to give some suggestion to the teacher, students, or other
researcher.
A. Conclusion
Based on the result of the data analyses in the previous chapter, the
three items of conclusion will be presented based on the problems of the
research. The first presents the students’ mastery on gerund phrase. Second
presents the students writing performance and the third presents the
correlation between students mastery on gerund phrase toward their writing
performance.
Based on the result of study, the writer concludes that:
1. Students’ mastery on gerund phrase
1.1. The students’ mastery on gerund phrase that has excellent
qualification is 35%.
66
1.2. The students’ mastery on gerund phrase that has good qualification
is 30%.
1.3. The students’ mastery on gerund phrase that has fair qualification is
12.5%.
1.4. The students’ mastery on gerund phrase that has poor qualification is
22.5%.
From the result above, the writer concludes that the students’
mastery on gerund phrase of the fifth semester students of English
Department of STAIN Salatiga in the academic year of 2014/2015 has
excellent qualification.
2. Students writing performance
Based on the result of the study, the researcher can conclude that:
2.1. The students’ writing performance that has excellent qualification is
0%.
2.2. The students’ writing performance that has good qualification is
60%.
2.3. The students’ writing performance that has fair qualification is
27.5%.
2.4. The students’ writing performance that has poor qualification is
12.5%.
From the result above, the writer concludes that the students’
writing performance of the fifth semester students of English
Department of STAIN Salatiga in the academic year of 2014/2015 has
67
good qualification.
3. Correlation between students’ mastery on gerund phrase toward their
writing performance
Based on the data analysis in the chapter IV, the writer gains the
score of r count is 0.334 by level of significance is 0.035 from the
interpretation of r value 0.344 is existing between 0,20- 0,40. It means that
the result of the study indicates that there is correlation between students’
mastery on gerund phrase and their writing performance, but the
correlations are weak. It can be caused by some factors; students still false
in using gerund after preposition, there are many mistake is made by some
students in applying gerund after preposition in their writing task, and they
are lack in mastering the function of gerund usage in the sentences.
Therefore, the students’ mastery on gerund phrase can give brief influence
in their writing performance.
B. Suggestion
And the last of this chapter, the writer would like to present some
suggestions for the English teachers, the students and the other researchers
and the writer hopes that this research would be useful for them.
1. The teacher
a. The teacher can improve their students in mastering on gerund phrase
in their writing task, for example; make gerund poem, make essay
related with their daily activities, etc.
68
b. The teacher should pay more attention when teaching gerund phrase,
because one part of this phrase is complicated subject of grammar.
c. Using exactly method is hoped the students can mastery of their
learning.
2. The students
a. The students should be more increase their knowledge related with
subject of gerund phrase.
b. The students should keep in mine the verb which is followed either
gerund phrase or infinitive.
c. The students have to know the position of gerund phrase in the
sentences.
d. The students can combine the gerund phrase in their writing
performance.
3. The other researcher
The writer hope that this finding of this research could be reference
to the other researcher and hope they can broaden this research completely
to get better development in educational progress.
69
BIBLIOGRAPY
Anonymous.(2014). Buku Pedoman Penyelenggaraan Pendidikan STAIN Salatiga
Tahun Akademik 2014/2015.Salatiga: STAIN Slatiga Press.
.(2014). Presensi Perkuliahan Writing IV Program studi Bahasa
Inggris Semester Ganjil Tahun akademik 2014/2015.Salatiga: Stain
Salatiga.
Arikunto, Suharsimi. (2002). Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta
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APPENDIXES
72
Name :
Nim :
Class :
1. Gerund Phrase Test
A. Choose the correct answer!
1. Karim dislike . . . to rock concerts because the music is too loud.
a. to go c. going
b. goes d. gone
2. I’m afraid of . . . alone at night.
a. to walk c. walk
b. walked d. walking
3. My parents would like . . . us next month.
a. to visit c. visit
b. visits d. will visit
4. . . . is fun when the weather’s hot.
a. swam c. swim
b. swimming d. swims
5. We were so glad . . . you last week.
a. to see c. have seen
b. saw d. seen
6. Lukman agreed . . . us at 10.00 a.m.
a. meets c. to meet
b. meeting d. met
7. My brother quit . . . six years ago.
a. smokes c. smoke
b. smoked d. smoking
8. You should learn . . . the piano.
a. To play c. will play
b. Playing d. played
9. Sometimes Heru thinks about . . . to another city.
a. To move c. moving
b. Moves d. move
10. My daughter will begin . . . English next semester.
a. Will study c. studies
b. To study d. study
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B. Changes to the gerund phrase form of the word in parentheses.
You may put or delete a word if it is needed !
1. (fish, this lake) is forbidden.
answer:
2. He doesn’t enjoy (drive, night).
answer:
3. I seem to remember (have, do) this exercise before.
answer:
4. We appreciate (you, help, our friend, last night).
answer:
5. I enjoy (play, piano).
answer:
6. (study, English, morning) is good.
answer:
7. On (hear, bad news), she began to weep uncontrollably.
answer:
8. We will begin the service by (say, special prayer).
answer:
9. In the event of (he, fail, to show up), we have a substitute speaker
ready.
answer:
10. I don’t remember (he, lock) the door.
answer:
11. The school administration is opposed to (shorten, school year)
answer:
12. Lois was (angry, about, lose) his job as a reporter.
answer:
13. (report, news) is the job of television, radio, magazine, and
newspaper.
14. (bribe, officials)is a very serious offense.
answer:
15. Can you imagine( he, pass) the exam?
answer:
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II. Writing performance test
Please write a short essay about your hobby using gerund phrase with these
words “like, enjoy, study, listen to, read, write, shop, go shopping, work, play,
swim, and travel.”. Use gerund phrase as a subject, object, and complement in
your sentences.
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The Answer Key of Gerund Phrase Test
A. Multiple Choices Test
1. C 6. C
2. D 7. D
3. A 8. A
4. B 9. C
5. A 10. B
B. Short Answer Test
1. Fishing this lakeis forbidden.
2. He doesn’t enjoy driving at night.
3. I seem to remember having done (doing) this exercise before.
4. We appreciate your helping our friend last night.
5. I enjoy playing piano.
6. Studying English in the morning is good.
7. On hearing the bad news she began to weep uncontrollably.
8. We will begin the service by saying special prayer.
9. In the event of his failing to show up, we have a substitute speaker ready.
10. I don’t remember his locking the door.
11. The school administration is opposed to shortening the school year.
12. Lois was angry about losing his job as a reporter.
13. Reporting new is the job of television, radio, magazine, and newspaper.
14. Bribing officials is a very serious offense.
15. Can you imagine his passing the exam?
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Pekerjaan siswa
Table r count
Surat pembimbing
Lembar konsultasi
Daftar nilai skk
77
CURRICULUM VITAE
Name : Nufiyati
Date of the Birth : Desember 28nd
, 1988
Address : Krajan RT01/RW01 PurworejoVillage,Suruh District,
Semarang Regency, Jawa Tengah Province.
Mobile Phone : 085726844066
Faculty : English Department
Educational Background:
1. Tk Purworejo Graduated in 1993
2. SDN Purworejo Graduated in 2001
3. SMP N 01 Suruh Graduated in 2004
4. SMK PGRI 1 Salatiga Graduated in 2007
5. IAIN Salatiga Graduated in 2015
Experience : English Teacher in SDN Barukan 02( present)
78
Pernyataan Publikasi Skripsi
Yang bertandatangan di bawah ini:
Nama : Nufiyati
Nim : 11309113
Jurusan : Tarbiyah
Progdi : TBI
Menyatakan bahwa skripsi ini adalah benar- benar karya sendiridan tidak
berkeberatan untuk dipublikasikan oleh pihak perpustakaan IAIN Salatiga tanpa
menuntut konsekuensi apapun
Demikian surat pernyataan ini saya buat dan jika dikemudian hari terbukti karya
saya ini bukan bukan karya sendiri, maka saya sanggup untuk menanggung semua
konsekuensinya.
Salatiga, 23 April 2015
Hormat saya,
Nufiyati
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