1

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

i

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

ii

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 : administrasi@iainsalatiga.ac.id

iii

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

iv

Motto

Education is the most powerful weapon which you can use to

change the world

(Nelson Mandela)

v

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!

vi

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.

vii

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

viii

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

ix

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

x

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

xi

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

xii

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.

1

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

2

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

3

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).

4

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.

5

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

6

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.

7

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,

8

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.

9

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.

10

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

11

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.

12

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)

13

- 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.

14

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.

15

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.

16

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.

17

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

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.(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

.(2006).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)

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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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