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ANALYZING STUDENTS‟ ERRORS IN USING INFINITIVE IN
WRITING PARAGRAPH
(A Descriptive Qualitative Research at the Third Semester Students of
English Department Muhammadiyah University of Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fullfillment of Recgruitment for the Degree
of Education in English Department
ISTIQAMA MANGALIA
105351111216
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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Jalan Sultan Alauddin No. 259Makassar
Telp : 0811 1782101(Secretary)
Email :[email protected] Web :
bg.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : Istiqama Mangalia
Nim : 105351111216
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Analyzing Students‟ Errors in Using Infinitive in
Writing Paragraph at the Third Semester
Students of English Department Muhammadiyah
University of Makassar.
Dengan ini menyatakan,
Skripsi yang saya ajukan didepan tim penguji adalah “hasil karya saya
sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun”.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila dikemudian hari pernyataan ini tidak benar sesuai
dengan aturan yang berlaku.
Makassar, Februari 2021
Yang membuat pernyataan
Istiqama Mangalia
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS
Jalan Sultan Alauddin No. 259Makassar
Telp : 0811 1782101(Secretary)
Email :[email protected] Web :
bg.fkip.unismuh.ac.id
g
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama :Istiqama Mangalia
Nim: 105351111216
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi :Analyzing Students‟ Errors in Using Infinitive in
Writing Paragraph at the Third Semester Students
of English Department Muhammadiyah University
of Makassar.
Dengan ini menyatakan perjanjian sebagai berikut :
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya
akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi
dengan pembimbing, yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam penyusunan
skripsi saya.
4. Apabila saya melanggar perjanjian seperti butir 1, 2 dan 3, maka saya
bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian surat perjanjian ini saya buat dengan penuh kesadaran
Makassar, February 2021
Yang membuat perjanjian
Istiqama Mangalia
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MOTTO AND DEDICATION
“I want it, I Get It.”
“Keep Walking In Your Pain While You Are Still Able.”
By: Ali Bin Abu Thalib
DEDICATION
This thesis I dedicated for my beloved parents, My Sisters, my family, my
friends and all the people who love and pray for me. Thank you so much.
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ABSTRACT
Istiqama Mangalia. 2021, “Analyzing Students’ Errors in Using Infinitive
in Writing Paragraph at the Third Semester Students of English Department
Muhammadiyah University of Makassar.” Thesis of English Education
Department, Faculty of Teachers Training and Education, Muhammadiyah
University of Makassar. Supervised: Nur Qalby, and Junaid.
The purpose of this research is to analyze the types of errors of the third
semester students of the English department at Muhammadiyah Makassar
University in using the infinitive and also to find out the cause of the error. In this
study, researchers used a descriptive qualitative method in terms of percentages.
In collecting data, the researcher used writing test and interview method as the
research instrument.
The results of the study to determine the types of errors of students in
using the infinitive showed that the total errors of the students in using the
infinitive were 63 errors. This error consists of two types of errors, namely
omission and addition, where in omission there are 33 errors or 50.77%, while in
addition there are 30 errors or 46.16% percent. As for the causes of students'
errors in using the infinitive, that is, some students do not understand and do not
even know what the infinitive means and also the function of the infinitive itself.
Keywords: Analysis, Infinitive, descriptive paragraph
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ABSTRAK
Istiqama Mangalia. 2021. Analyzing Student’s Errors in Using Infinitive
in Writing Paragraph at the Third Semester Students of English Department
Muhammadiyah University of Makassar. Skripsi dari jurusan Pendidikan Bahasa
Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah
Makassar. Dibimbing oleh Nur Qalby dan Junaid.
Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan
mahasiswa semester tiga jurusan bahasa inggris di universitas muhammadiyah
makassar dalam menggunakan infinitif serta untuk mengetahui penyebab
kesalahannya. Dalam penelitian ini peneliti menggunakan metode kualitatif
deskriptif ditinjau dari persentase. Dalam pengumpulan data, peneliti
menggunakan tes menulis dan metode wawancara sebagai instrumen penelitian.
Hasil penelitian untuk mengetahui jenis kesalahan siswa dalam
menggunakan infinitif menunjukkan bahwa total kesalahan siswa dalam
menggunakan infinitif adalah 63 kesalahan. Kesalahan ini terdiri dari dua jenis
kesalahan yaitu penghilangan dan penjumlahan dimana pada kelalaian terdapat 33
kesalahan atau 50,77%, sedangkan kesalahan tambahan terdapat 30 kesalahan
atau 46,16% persen. Adapun penyebab kesalahan siswa dalam menggunakan
infinitif, yaitu sebagian siswa tidak memahami bahkan tidak mengetahui apa
artinya infinitif dan juga fungsi dari infinitif itu sendiri.
Kata Kunci: Analisis, Infinitif, Paragraf Deskriptif
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AKNOWLEDGMENT
Alhamdulillahirabil 'alamin, the researcher expresses the highest gratitude to
Allah subhanahuwata'ala for blessings, love, opportunity, health, and grace for
completing this thesis. This thesis entitled "Analyzing the Students‟ Errors in
Using Infinitive in Writing Paragraph at the Third Semester Students of English
Department Muhammadiyah University of Makassar" was submitted as the final
requirement in completing a bachelor's degree at the Faculty of Teacher Training
and Education, Muhammadiyah University of Makassar.
In arranging this thesis, a lot of people have provided motivation, advice,
and support for the researcher. In this valuable chance, the researcher intended to
express his gratitude and appreciation to all of them. This goes to :
1. Prof. Dr. H. Ambo Asse, M.Ag. The Rector of the Muhammadiyah University
of Makassar for his advices during the researcher studies at the University.
2. Erwin Akib, S.Pd., M.Pd., Ph.D, the Dean of the Faculty of Teacher Training
and Education.
3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education
Department of the Faculty of Teacher Training and Education.
4. Dr. Nur Qalby, SS., M.Hum as the first consultant who gave her valuable time
and suggestion in doing this thesis and Junaid, S.Pd., M.Pd as the second
consultant who has provided valuable guidance, motivation, correction and
helping to revise mistakes during the entire process of writing this thesis.
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5. All English lectures of FKIP UNISMUH who cannot be mentioned one by one
because due to limited space. Thanks for all knowledge and advice that given
to the researcher, may Allah bless you forever.
6. Thanks for my beloved parents Ayun Mangalia and Hasnatang Salamin who
have given her support, motivation and prayer and working hard to see their
daughter success to finish her study. And her favorite sisters Suhaida
Mangalia, Hartati Mangalia and Nurhaliza Mangalia who supported her to
complete this thesis.
7. The third semester students of English department Muhammadiyah University
of Makassar at who have helped her to conduct the research in their class.
8. For her beloved friends, Ulfaminingsih, Jannatul Uyun, Muslih, Revi, and all
members of the D'mbredets class who have supported her in completing the
thesis.
Finally, for all everybody who gave valuable suggestion, guidance,
assistance, and advice to support this thesis may almighty.
May Allah SWT always be with us and gives power guidance in our life,
Aamin.
Makassar, February 2021
Istiqama Mangalia
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LIST OF CONTENTS
COVER
APPROVAL SHEET. .................................................................................. ii
COUNSELLING SHEET ............................................................................ iii
SURAT PERNYATAAN ............................................................................. vi
SURAT PERJANJIAN ................................................................................ vii
MOTTO AND DEDICATION ................................................................... viii
ABSTRACT ................................................................................................. ix
ACNOWLEDGMENT ................................................................................ x
LIST OF CONTENTS ................................................................................. xiii
LIST OF TABLES ...................................................................................... xv
LIST OF APPENDICES ............................................................................. xvi
CHAPTER I INTRODUCTION ............................................................... 1
A. Background ........................................................................................ 1
B. Problem Statement ............................................................................. 3
C. Objective of the Study ...................................................................... 4
D. Significance of the Study ................................................................... 4
E. Scope of the Study ............................................................................. 5
CHAPTER II THE LITERATURE REVIEW .........................................
A. Pervious Related Research Findings ................................................. 6
B. The Concept of Writing ..................................................................... 8
1. The Definition of Writing ............................................................ 8
2. Writing Process ............................................................................ 9
3. Types of Writing ......................................................................... 11
C. Descriptive Paragraph ........................................................................ 12
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1. The Definition of Descriptive Paragraph .................................... 12
2. Generic Structure ........................................................................ 13
3. Language Features of Descriptive Paragraph ............................. 13
D. The Concept of Infinitive ................................................................... 14
1. To Infinitive ................................................................................ 14
2. Bare Infinitive ............................................................................. 17
E. Error and Error Analysis ................................................................... 19
F. Errors Based on the Surface Strategy Taxonomy ............................. 20
G. The Conceptual Framework .............................................................. 21
CHAPTER III RESEARCH METODE ................................................... 23
A. Research Design ................................................................................. 23
B. Research Subject ............................................................................... 24
C. Research Instrument ........................................................................... 25
D. Data Collection .................................................................................. 26
E. Data Analysis ..................................................................................... 26
CHAPTER IV FINDINGS AND DISCUSSION ....................................... 28
A. Research Findings .............................................................................. 28
B. Discussion .......................................................................................... 48
CHAPTER V CONCLUSION AND SUGGESTION ............................... 50
A. Conclusion ......................................................................................... 50
B. Suggestion ......................................................................................... 51
BIBLIOGRAPHY ........................................................................................ 52
APPENDIX ................................................................................................... 53
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LIST OF TABLES
TABLES PAGE
Table 1. 2 The Identification of the Errors of Students 1. ....................... 29
Table 1. 3 The Identification of the Errors of Students 2. ....................... 30
Table 1. 4 The Identification of the Errors of Students 3. ....................... 31
Table 1. 5 The Identification of the Errors of Students 4. ....................... 32
Table 1. 6 The Identification of the Errors of Students 5. ....................... 33
Table 1. 7 The Identification of the Errors of Students 6. ....................... 34
Table 1. 8 The Identification of the Errors of Students 7. ....................... 36
Table 1. 9 The Identification of the Errors of Students 8. ....................... 37
Table 1. 10 The Identification of the Errors of Students 9. ..................... 37
Table 1. 11 The Identification of the Errors of Students 10. ................... 38
Table 1. 12 The Identification of the Errors of Students 11. ................... 39
Table 1. 13 The Identification of the Errors of Students 12. ................... 41
Table 1. 14 The Identification of the Errors of Students 13. ................... 41
Table 1. 15 Table Recapitulation of the Students‟ Errors ....................... 42
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LIST OF APPENDICES
Writing test
Interview with Students
Documentation
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CHAPTER I
INTRODUCTION
A. Background
English is the second language used by some Indonesians to communicate
with other people in various aspects such as speech, culture, science, and many
more. In Indonesia, English has become the second language that students from
elementary to high school and even college students must learn. As for the
purpose of learning English itself is to increase the knowledge and skills of
students in using English or commonly known as foreign language terms. Launder
(2008). Saleh in Arjuninengsih (2012) states that English has an important role in
the world of education in Indonesia. It can be seen from the curriculum where
English is a compulsory subject for elementary, junior high and senior high
school, even universities.
In English lessons there are four skills that students must have. The four
skills are listening, reading, speaking and writing. Listening and reading lead to
students' input ability in listening as well as reading. Different from speaking and
writing, speaking and writing skills lead to student skills related to the output or
product produced. However, as we can see that to master these four skills is not
easy for a student.
Of the four skills in English lessons, writing is a skill that is fairly difficult. the
proof is that not a few students say that writing skills are quite difficult. But in
fact the importance, writing is a very important skill in learning English. As
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quoted in Alfiyani (2013) states that writing skills are one of the skills that are not
easy to learn because of the writer it is difficult to learn because the writer has to
combine a word or sentence to become a paragraph which has meaning and is
easy to understand. At the time of writing, we must pay attention vocabulary and
also the grammar used. Grammar has an important role in terms of writing
because grammar is the rule of arranging words between words that will become a
sentence that is easy to understand. Not only that, "Grammar generally refers to
how to combine, arrange and change parts of words and groups of words to make
meaning" (Spratt, Pulverness, and Williams, 2011). Infinitives are a part of
grammar, so making infinitives is something that needs to be learned.
To-infinitive is a root added to. There are two types of to infinitive,
namely the infinitive with to and the infinitive without to, or commonly known as
the bare infinitive. This material can be said to be easy, but not a few of them
make errors.
To infinitive is learned by students since they started learning English. In
Indonesia, English is taught as a compulsory subject in higher education. In fact,
third semester students still have difficulty writing English grammatically. Even
though they have studied English for many years and are good at grammar, they
still make many mistakes when writing. That is, it takes grammatical knowledge
to write. As in infinitive use.
In this study, the researcher chose third semester students of English
Department at Muhammadiyah University of Makassar as research objects. The
third semester students consist of six classes, namely class A to class F. From the
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six classes the researcher chooses four classes, namely classes A, B, C, E, F, as
subjects in this study.
This research was conducted on third semester students because
researchers saw that third semester students still made grammatical errors in using
infinitives. Another thing that is of concern is that infinitives are part of grammar
and also infinitives that are often used when writing, so that researcher feel that
infinitives are important to learn. In addition, research to infinitive itself is still
very little in the realm of the Unismuh Makassar campus so that it makes
researcher interested in researching the use of student infinitives.
In this study, researcher analyzed the errors of students in learning English.
Researchers try to find the most common errors students make in using infinitives.
This can help teacher to minimize student errors in using infinitives.
Based on the explanation from the background above, the researcher is
interested in analyzing errors in paragraph writing by paying attention to the
background entitled Analyzing Student Errors in Using Infinitives in Paragraph
Writing. This research was conducted on third semester students of the English
Department.
B. Problem Statement
Based on the explanation on the background above, the researcher
formulated the following research questions;
1. What kinds of the students‟ errors in using to infinitive?
2. What cause of the students‟ errors in using infinitive?
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C. Objective of the Study
In relating to the problem statement above, the objectives of the research
are to find out;
1. The kinds of the students‟ errors in using to infinitive.
2. The cause of the students‟ errors in using infinitive.
D. Significance of the Study
The researcher expect in this research can distribute some significance,
both theoretically and practically.
1. Theorytically
a. The results of this study are expected to provide useful knowledge
and information related to the use of infinitives in writing a
descriptive paragraph.
b. The results of this study are expected to provide additional
information for future researcher who will conduct the same
research.
2. Practically
a. The results of this study are expected to increase useful knowledge
and information regarding the use of infinitives in writing a
descriptive paragraph.
b. The results of this study are expected to provide additional
information for future researcher who will conduct the same
research.
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E. Scope of The Study
In this study, the researcher focuses on analyzing students' errors in using
infinitive in writing descriptive paragraphs. This research conducted on the third
semester students of English Department Muhammadiyah University of
Makassar. And the researcher used the error analysis based on the surface strategy
taxonomy namely omission, addition, misinformation, and disordering.
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CHAPTER II
THE LITERATURE REVIEW
A. Previous Related Research Findings
Grace Mekaria (2017). An Analysis of Gerund and To Infinitive in
Argumentative Essays. This article describes the gerunds and infinitive uses made
by students on their argumentative essays. The researcher introduces the problems
related to grammatical problems that occur in argumentative essays. Dulay and
Harmer's theory of errors and grammar. In this study, the author uses a taxonomic
strategy to classify errors into four types, namely omission, addition,
misformation and misordering. In data collection, researcher used students‟ papers
taken from two classes at a university. The writer concludes that the most
common problem in using gerund and to infinitive is misformation. This indicates
that guidance and practice are needed to help solve students' grammar problems.
Rina Husnaini Febriyanti (2019). Student’s Ability and Factors to Use
Gerund and to Infinitive Case Study: Indonesian EFL Learners in University
Level. The purpose of this research is to explain the competence in mastery of the
gerund and the infinitive and to investigate the factors that influence it in studying
its form. The research method used is a descriptive method with students taking
the English course of the Structure of the Indraprasta University PGRI Jakarta as
an object. Data collection is done through tests and questionnaires, analyzed,
tabulated, calculated and then presented in the form of percent. The results of the
study prove that the students' skills in mastery of the gerund are very bad. 41.82%
of respondents have a low understanding of the gerund. Not only that, the skills in
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using the to-infinitive form are also very lacking where 36.36% of respondents
have a low understanding of the infinitive. In previous studies linking usage
problems (Gerund and Infinitive), in this study, researcher analyzed student errors
that focused on using the infinitive. This study also selects students majoring in
English to be the object of this research.
Wiwi Wardiyanti (2015). Error Analysis On The Students’ Mastery On
The Use Of Gerund, To Infinitive and Infinitive Without To. In this study, the
researcher used qualitative methods in the form of proportion descriptive analysis.
In previous research and research that now has similarities in the research method,
namely descriptive qualitative. However in data studies, previous researcher used
student tests, questionnaires and interviews as instruments. Meanwhile, the
current research uses interview and writing test as research instruments.
Based on the explanation there regarding previous research related to this
study, the researcher can conclude that this study is more interesting and different
from previous studies. In this study, the researcher focused more on the use of the
infinitive, and the interesting thing was that this study used a writing test
instrument and also an interview, where most of the previous studies often used
instruments such as multiple choices, fills the blank, or a questionnaire. Likewise,
the sampling technique was slightly different from the previous research. In this
study, researcher used the Solvin technique in sampling and used a qualitative
descriptive method to describe the results of this study.
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B. The Concept of Writing
1. The Definition of Writing
Writing is an activity to describe someone's ideas or ideas through writing.
Writing is very useful in expressing ideas and ideas silently. However, students
can make the desired outline by writing. In creating in writing, individuals learn
how to communicate with other individuals without having to meet in person. In
writing, practice is a must to improve the quality of the writing.
According to Winterrowd and Murphy, as quoted in Kurniawan and
Fitrawati (2014: 160) writing is interpreted as the stage of changing an idea or
idea into a written work. Writing can also be defined as a skill to find words and
ideas, as well as the ability to criticize in deciding which ones to use (Elbow,
1998, pp. 7-8).
Jurninengsih (2012: 5) explains that writing is one of the fields in language
that can be a design in communication, starting from considerations in thought
patterns to the results of thought patterns in printed or written form. According to
Siburia in Nurwahida. (2018: 9) writing is an opportunity that allows students to
describe something about themselves, analyze and clarify thoughts. Students can
express their ideas and ideas through wordings and sentences that are good so that
people are easy to understand.
Nunan (in Hafizh, 2014) writing is an activity to look for ideas, then
designing to think about how to express and make it a clear and easy to
understand sentence or paragraph. Meanwhile, Oshima and Hogue in Nurwahidah
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(2018) define writing as like painting. This is because, the author has ideas,
opinions, thoughts, feelings, and desires to be written.
Writing is one of the language skills that play an important role in human
communication. It is used to communicate with other people in society and also to
express our opinion in writing form (Syam, U. K., Sangkala, I. (2014). While
Celse in Batubara (2017) stated that writing is one of productive skills, which
contains a symbol (orthographic) and involves a complex process.
From the results of the explanation above, the researcher concluded that
writing is an activity of how the brain works in searching for and finding ideas,
which are then arranged systematically, and put in writing on a paper that has
meaning and is easy to understand for readers.
2. Writing Process
Generally the writing process consists of five stages: Prewriting, drafting /
writing, revising, editing, and publishing. Five the writing process stages are a
framework for writing well and easily.
a) Prewriting
Prewriting is the activity of a writer in finding and finding topics, goals,
looking for key ideas, and analyzing before writing. There are several attempts
before writing:
1. Brainstorming
Brainstorming is one technique in gathering related ideas about a subject
and list as many ideas as possible. The list of ideas can be words, phrases,
sentences, or it could be questions.
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2. Grouping
Grouping is a technique in which the writer connects one idea with
another related idea by using a circle and a line. The point of grouping is an
activity in drawing an idea.
b) Drafting / Writing
After thinking about the subject and doing any necessary pre-writing, the next
step is to write. When writing, the results of pre-writing are used as a direction
or benchmark in writing.
c) Revise
After completing writing, a writer must pay attention to the results of the
writing that has been made and then revise it so that there are no errors.
d) Editing
The editing stage is different from revision, and needs to be done after
revision. Editing involves looking at individual sentences and words. This
need to be done after the author has made a large-scale revision: or the writer
could suffer from a perfect sentence, only to cut a whole paragraph out of your
work.
e) Publishing
Publishing is more than just getting a magazine or newspaper. Publishing
means getting a piece into the hands of any reader. That means asking a friend or
teacher or parent to read you the publication of your work. By knowing the
number of people who read someone's written work, it can be said that his writing
was successful.
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3. Types of Writing Text
There are a few types of writing content: narration, description, definition,
comparison, influence, composition, and prepare analysis.
1). Narration
A narrative paragraph is a paragraph that usually tells a chronology of
events that include the story. This type of section contains characters, settings,
struggles and resolutions.
2). Description
Descriptive paragraph is a paragraph that describes an object to make it
look more real. Such as describing people, things, places, and so on in detail.
3). Definition
Paragraph definition is one form of exposition paragraph which is the
main idea delivered in elaborated manner become explanatory ideas in the form
the meaning or definition of an object.
4). Comparison
Comparison paragraph is a paragraph comparing two or more objects,
characters, events, etc.
5). Persuasion
Persuasion paragraph is a paragraph that contains an invitation or
persuasion to the reader to follow the instructions in the writing in the paragraph.
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6). Expository
An expository paragraph is a type of written work that contains an
explanation, an explanation of a topic in the form of sequential, clear and detailed
information with the aim of providing information as clearly as possible to
readers.
7). Process Analysis
The process analysis paragraph describes how a process occurs, through
various actions. The actions are made sequentially. This type of paragraph is
usually followed by an illustration, as it helps in better understanding the process.
Based on the type of paragraph writing above, the researcher chose
descriptive paragraphs in this study to find out students' mistakes in using
infinitives. This is because the descriptive paragraphs are most appropriate to be
used to analyze student error data.
C. Descriptive paragraph
1. The Definition of Descriptive paragraph
Astutik (2015) defines a descriptive paragraph as a paragraph that
describes a certain object in detail so that readers can describe and narrate the
object as if it were real. The purpose of a descriptive paragraph is to provide
detailed information about the characteristics of a person, object, etc. as objects
which is described.
Kimberly McGee (2018) is defined. Descriptive paragraphs are sentences
to provide different descriptions of people, places, or things. In writing descriptive
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paragraphs it involves the reader's five senses, namely from smell, sight, touch,
sound, and taste through expressions that captivate readers at various levels.
Based on the previous explanation above, the researcher concluded that a
descriptive paragraph is a paragraph that describes an object in detail through
visuals. Its function is to make visual images of people, places, objects, even days
or seasons look real.
2. Generic Structure
Hidayat (2015) stated that there is two generic structure of descriptive
paragraph. They are:
1. Identification, namely recognizing events or facts to be described. For
example the character of a particular person, place or thing will be
described.
2. Description, which describes the characteristics of a person, object or
place. For example: shape, size, origin, and other special
characteristics.
3. Language Features of Descriptive paragraph
According to Kurniawati and Yuliani (2012). states that there are nine
characteristics of a descriptive paragraph, namely using certain nouns, using
adjectives, using the simple present tense, using the phrase object are detail to
provide information about the subject, using verbs about thoughts and feelings to
express the author's personal views on the subject, using verbs actions, using
description words for additional member information, and using figures of speech.
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Knapp and Watkins (2005: 98-99) write that there are several grammatical.
The characteristics of descriptive writing are as follows:
a) Present tense is used predominantly
b) Although the present form can be used in literary description, the past
tended to dominate
c) Relational verbs are used when classifying and explaining appearance /
quality and part / function phenomena.
d) Action verbs are used when describing behavior / users.
e) Verbs mental is used when describing feelings in literary descriptions.
f) Adjectives are used to add additional information to everyday and
technical nouns, depending on the text.
g) Personal and literary descriptions generally deal with individual problems.
D. The Concept of Infinitive
There are 2 types of infinitive, the first is called the infinitive without to
and the second is called the infinitive with to. The infinitive with is the simplest
form of the verb for example: sleep, eat, run, while the infinitive is often preceded
by, for example, to sleep, to eat, to run.
1. To Infinitive
One thing to remember about infinitives is never to change the location of
the verb into a predicate sentence. The infinitive has many types of verbs so it's
not easy to remember in its entirety. The infinitive also has a function as a noun,
adjective, or adverb. The infinitive used as a noun has several functions. It can
15
serve as a subject, direct object, and complement to goals. For the infinitive it is
used as an adjective, modifying the noun and being the infinitive is used as an
adverb, modifying the verb, adjective, and adverb.
The infinitive is similar to a verb in many ways, but also serves as part of
other speech. Like verbs, they combine "to be" and have as helpers to form
sentence structure, even though they never use the main verb of the sentence.
a. Function of To Infinitive
The to-infinitive is used to express the purpose of something or
someone's opinion about something. The to-infinitive is used to follow many
different verb vocabularies as well.
1) The to-infinitive to indicate the purpose or intention of an action.
Examples
a) She came to collect her pay debt.
b) The three bears went to find honey.
c) I am calling to ask you about mommy.
2) The to-infinitive as the subject of the sentence.
This is a formal usage and is far more common in written English than
spoken.
Examples
a) To know he is to respect her.
b) To visit the Madinah is my dream.
c) To understand the subject, that is our aim.
16
3) The to-infinitive to indicate what something can or will be used for.
In this pattern, the to-infinitive follows a noun or pronoun.
Examples
a) I would like a fried chicken to eat.
b) I don't have anything to wear.
c) Would you like something to eat?
4) The to-infinitive after adjectives
There is a common pattern using the to-infinitive with an adjective. These
phrases are formed: subject + to be + adjective + (for/of someone) + to-
infinitive + (a rest of the sentence)
Example
a) It is good of you to talk to them.
b) It is important to be patient.
c) It is important for Jake to be honest with his little brother.
d) I am happy to be here.
5) The to-infinitive to make a comment or judgement
To use the to-infinitive when making a comment or judgement about a
noun, the pattern is: Subject + to be + noun phrase + to-infinitive.
Example
a) That is a dangerous way to behave.
b) This is the right thing to do.
c) Jim is the best person to hire.
17
6) The to-infinitive with adverbs
Infinitives are often used with adverbs to convey the reasons behind our
satisfaction or dissatisfaction. its feature is that it is often placed before or
after an adverb, or a noun that is modified in the same way as without the
infinitive. Usually the infinitive and everything that follows can be
removed by leaving a sentence that still functions grammatically.
Examples
a) I had too many books to carry.
b) This soup is too hot to eat.
c) She was too tired to work.
7) The to-infinitive with question words
The verbs ask, decide, explain, forget, show, tell, & understand can be
followed by a question word such as where, how, what, who, & when + the
to-infinitive.
Examples
a) She asked me how to use the washing machine.
b) Do you understand what to do?
c) Tell me when to press the button.
2. Bare Infinitive
To infinitive include particles to, some of the examples shown above; but
after a certain verb we use the infinitive without to. We call these naked infinitive
use after modal verbs like can, may, must, will, should, might, etc .; after the verb
causes like let, help,
18
1. The Function of Bare Infinitive (Infinitive without To)
a) Bare infinitive after auxiliaries
Examples
1). She can’t speak to you.
2). Would you like a cup of coffee?
3). They must leave before 10.00 A.M.
b) Bare infinitive after verbs of perception
The verb of perception, the pattern is verb + object + bare infinitive.
Example
1). He saw her fall from the cliff.
2). We heard them close the window.
3). They saw us walk toward the lake.
4). She left the spider crawl up her leg.
c) Bare infinitive after the verb „make‟ and „let‟
Example.
1). Let’s go to the beach today.
2). You made me come with them.
3). Don‟t make me study that boring grammar book!
d) Bare infinitive after the expression „had better‟
Example
1). We had better take some warm clothing.
2). She had better ask him not to come.
3). We had better reserve a room in the hotel.
19
e) “Why” by the Bare infinitive
The questions word “why” followed by the bare infinitive when making
suggestion.
Example
1). Why wait until tomorrow?
2). Why not ask him now?
3). Why leave before the end of the game?
4). Why walk when we can go in the car?
E. Error and Error Analysis
It is impossible for learners to never make errors in language learning
process. Students can make errors when they write or speak and that‟s normal.
That the errors they make are even potentially important to understand language
and it is part of the learning process.
Learning the target language (English) is different from learning
someone‟s native language tongue. There are several opinions regarding error
analysis. Brown in his book says that “Errors can be observed, analyzed, and
classified to reveal something from operating systems in learners, causing a wave
of students‟ errors studies, is called error analysis. It seems that this concept is the
same as that proposed by Crystal defined the Error Analysis is technique to
identify, classify, and interpret systematically the unacceptable forms produced by
one‟s learning foreign language, using one of the principles and procedures
provided by linguistics.
20
F. Errors Based on the Surface Strategy Taxonomy
The taxonomy of surface strategies highlights the ways a surface is
structured: students can omit necessary items (omissions) or add unnecessary
items (additions), they can provide wrong information (selection) or misorder
them (misordering).
According to Dulay et al, (1982) to analysis the data. They are classified
the error in four types, like omission, addition, misinformation, and misordering.
2. Omission is a writing error in which one item is missing in a sentence.
3. Addition is a type of error where an item is added that should not be in the
sentence.
4. Misinformation is a type of error where students misuse the sentence
structure which causes misunderstanding.
5. Misordering is one of the errors indicated by the wrong placement of
morphemes in a sentence.
From the preliminary description above, it is clear that error analysis is an
activity to identify, classify and interpret or describe the error made by someone
both orally and in writing and are carried out to obtain general information about
the difficulties someone faces in writing paragraphs in English. In this study the
researcher chose to use a surface strategy taxonomy analysis to assist researcher in
analyzing the results of interviews and students' writing tests.
21
G. The Conceptual Framework
A conceptual framework is used in research to outline possible courses of
action or to present a preferred approach to an idea or though. The conceptual
framework underline the research is given in the following diagram below:
Figure 1.1 Conceptual Frameworks
Based on the concept above, it is explained that the focus of this research
is the students' ability to write. In this case, the researcher focuses on the use of
the infinitive in the descriptive paragraphs made by the third semester students.
From the test results, the researcher analyzed the students' errors in using
infinitives in descriptive paragraphs using the surface strategy taxonomy method,
namely Omission, Addition, Misinformation, and Misordering. The method used
Writing
Error Analysis
Surface Strategy Taxonomy
The Students‟ Errors in
Using Infinitive
22
in this research is descriptive qualitative method. By using the descriptive
qualitative method, the researcher collected data from the student test results to
finds the students' errors in using infinitive in writing paragraph.
23
CHAPTER III
RESEARCH METHOD
A. Research Design
This research design is descriptive qualitative research. The qualitative
research design aims to find, describe, classify, analyze, and explain the research
data. This is because this study tries to determine the phenomenon of infinitive
misuse by students. In this study, researcher used the surface strategy taxonomy
method, which is divided into four types, namely omission, addition,
misinformation, and misordering. Of the four types of errors, the researcher used
two types of errors, namely Omission and Addition.
In this study, the first thing the researcher was conducting a writing test,
where the researcher gave six topics where students would choose one of the six
topics that had been provided. This writing test aims to determine the extent of
students' knowledge or understanding in the application or use of infinitives, as
well as to find out the types of student errors in using infinitives. After conducting
the writing test, the researcher also collected data from the results of interviews
with students, and then analyzed the errors and what caused the errors. In the
interview test, researcher conducted interviews indirectly, namely via chat, which
was due to conditions and situations during the Covid-19 pandemic. This
interview stage aims to find out more about the causes of student errors in using
infinitives.
24
The final step is to analyze all the test results from the writing test results
and also the interview results. After that the researcher classifies the errors and
also calculates the types of errors made by students. In calculating the errors
generated by the students, the researcher used the percentage technique to analyze
the data. After the steps above are carried out, illustrations of students' mistakes
can be obtained and conclusions can be met in an effort to answer the problem
statement.
B. Research Subject
Subjects in this research are required to obtain the required information.
The researcher chose third semester students of the English Department of the
Muhammadiyah University of Makassar. In addition, every student is expected to
be able to write in English. This supports researcher to find student errors in using
infinitives in descriptive paragraphs. Based on the preliminary study, writing is a
difficult subject for students to do.
In this study, researcher used a random sampling technique. Random
sampling is a type of probability sampling in which everyone in the entire target
population has an equal chance of being selected.
The number of students in the third semester was 135 students consisting
of 6 classes. Class 3A consists of 21 people, 3B 24 people, 3C 24 people, 3D 24
people, 3E 23 people, and class 3F 19 people. Of the six classes, the researcher
chose five classes to be the research subjects, namely classes A, B, C, E, and F.
The total subject in this research is 13 students.
25
C. Research Instrument
To collect research data, the researcher conducted two stages, namely
interview and writing test.
a. Writing Test
The first stage the researcher took was a writing test. Researcher provide a
writing test by preparing several topics that will be selected by students and
used as writing material in writing descriptive paragraphs. The researcher
asked students to write descriptive paragraphs of English that involved the
infinitive. Then, the researcher collected all the students 'writing test results
and analyzed the types of students' errors in using the to infinitive.
b. Interview
In this study researcher also used the interview method, this is because the
interview method has several excellence, namely researcher get more detailed
information, and properties of the interview is also flexible (appropriate with
the respondent's condition), the results are got more accurate. This study aims
to determine in more detail the causes of the errors made by students in the use
of the infinitive. In addition to knowing students' errors in using the infinitive,
interviews were also conducted to find out the types of errors made by
students related to the infinitive.
In the interview session, researcher used semi-interviews. Which is semi-
structured interview is one type of interview in which the interviewer only
provides a number of predetermined questions while other questions are new
26
questions that arise from students' answers where these questions were not
planned beforehand.
D. Data Collection
Data collection is carried out to collect information about how to use the
infinitive properly and correctly. To collect data, researcher carried out two
stages, namely:
1. Writing test
In the writing test, the researcher prepares several topics that will be
chosen by students. Then the students wrote several descriptive paragraphs
according to the topic given by the researcher. After that, the researcher
collected the student test results then analyzed the students' errors using a
marker.
2. Interview
Researcher conducted interviews with students indirectly, namely
through WhatsApp.
E. Data Analysis
In analyzing the data, the researcher collected all test results from students,
namely from the interview test and descriptive paragraph writing test. Researcher
used data from interviews and writing tests to analyze the causes and types of
students' errors in using infinitives in writing descriptive paragraphs. Then the
researcher made conclusions based on the data that had been analyzed. Researcher
used descriptive analysis techniques (percentage) to analyze the data.
27
The formula is as follows:
P =
%
P = Percentage
F = frequency of error made
N = Number of sample which is observe/case
Arikunto (1992)
28
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter describes the analysis of the data collected to answer the
researcher's questions in this study. Data collection was carried out by conducting
interviews and writing test with the research participants is the third semester
students of English department Muhammadiyah university of Makassar, about
analyzing the students' errors in using infinitive in writing paragraph.
a. Research Findings
As explained in the previous chapter, this research has a research
instrument, namely writing tests and interviews that focus on infinitive paragraph
descriptive writing conducted by third semester students of the English
department of Muhammadiyah Makassar University. On the first instrument,
namely the writing test. From the results of writing tests collected and analyzed,
the researcher found 63 students' errors in using the infinitive in the descriptive
paragraph. Of 63 errors are divided into 30 errors or 46.16% in addition and 33
errors or 50.77% in omissions.
Apart from collecting data from writing tests, researcher also collected
data from interviews. At the interview stage, the researcher did this through
interviews with the type of conversation via the WhatsApp application, this was
due to the conditions and situations that were in the PSBB period which did not
allow direct or face-to-face interviews with students. From the results of the
interview, it was found that most students did not understand the use of the
infinitive, for various reasons. There are those who say that they have not received
29
material on the infinitive, and there are also those who say that they have received
the material but still do not understand the rules for using to in a sentence or
paragraph. That is one of the causes of the students‟ errors in using the infinitive.
1. The Results of the Writing Test
In the first stage, the researcher gave a writing test to the third
semester students majoring in English. This writing test aims to analyze
students' errors in using infinitives. And from the students' writing, the
researcher can find out the kinds of errors that students make in using the
infinitive.
To find out the types of the students errors make in the use of the
infinitive, the researcher explains in table form as below.
Table 1.2
The Identification of the errors of Students 1
Paragraph Identification of
Error
Description
of Error Correction
I
“My family and I
love white, so we
decide paint the wall
all white.”
Omission
“My family and I
love white, so we
decide to paint the
wall all white.”
II
“When we enter the
house we can see to
our small living
room in front”
Addition
“When we enter the
house we can see
our small living
room in front”
II
“We welcome our
close friends,
families, and relatives
in there.”
Omission
“We welcome to our
close friends,
families, and relatives
in there.”
30
II “We often to get
along,”
Addition “We often get
along,”
II
“or just to enjoy the
drinks and chips on
the sofa or carpet.”
Addition
“or just enjoy the
drinks and chips on
the sofa or carpet.”
In table 1.2 above shows that student 1 has several errors, namely 2 on
omission, where students omit the word to in a sentence that should use to. Like
"My family and I love white, so we decide paint the wall all white." While the real
sentence is "My family and I love white, so we decide to paint the wall all white."
Because to should come after the adjective. Where as in addition, students have 3
errors where students add the word to to a sentence that should not use to.
Table 1.3
The Identification of the errors of Students 2
Paragraph Identification of
Error
Description
of Error Correction
II
“Than I wash
prepare online
classes.”
Omission
“Than I wash to
prepare online
classes
III
“At the night I never
miss dinner with my
parents and my
brother.”
Omission
“At the night I never
miss to dinner with
my parents and my
brother.”
III
“Then I also didn‟t
forget complete my
homework.”
Omission
“Then I also didn‟t
forget to complete
my homework.”
III “Right now only that
to my daily activity
Addition “Right now only that
my daily activity in
31
in my house” my house”
Table 1.3 shows that the errors made by students 2 are more dominant in
omission, where the error is omitting the word to in sentences that should use to.
Such as "Than I wash prepare online classes." The actual sentence is "Than I wash
to prepare online classes." This is because the “to” function in the sentence is to
indicate the purpose or intention of an action. Meanwhile, in addition, students 2
added the word to in sentences which should not have used to. Like "Right now
only that to my daily activity in my house". The truth is "Right now only that my
daily activity in my house".
Table 1.4
The Identification of the errors of Students 3
Paragraph Identification of
Error
Description
of Error Correction
I
“famous for its
beautiful to sunset
views.”
Addition
“famous for its
beautiful sunset
views.”
I
“Many people spend
the afternoon
enjoying the
beautiful view”
Omission
“Many people spend
the afternoon to
enjoying the
beautiful view”
II
“The view of the
beach is very
beautiful and its to
various culinary”
Addition
“The view of the
beach is very
beautiful and its
various culinary”
II “It will be more to
comfortable if you
Addition “It will be more
comfortable if you
32
use a motorbike” use a motorbike”
III
“This beach can also
be to entered for
free.”
Addition
“This beach can also
be entered for free.”
III
“that you have
participate in
keeping the beach
clean.”
Omission
“that you have to
participate in
keeping the beach
clean.”
Table 1.4 shows that students' error 3 is more dominant in addition, where
students add the word to which should not use to. As in the sentence "The view of
the beach is very beautiful and it‟s to various culinary" which is actually "The
view of the beach is very beautiful and it‟s various culinary". Because after the
word "its" there doesn't have to be the word to. Whereas in the omission table
there were two errors where student 3 omitted the word to which should have
been in the sentence. Like "that you have participated in keeping the beach clean."
What should be is "that you have to participate in keeping the beach clean."
Because a word like from the to infinitive function followed by an adverb
Table 1.5
The Identification of the errors of Students 4
Paragraph Identification of
Error
Description
of Error Correction
II “I really like hug
him because his fur
was soft,”
Omission
“I really like to hug
him because his fur
was soft,”
II “he likes running Omission “he likes to running
33
around the house.” around the house.”
II
“He likes chasing
everyone in my
house.”
Omission
He likes to chasing
everyone in my
house.”
Table 1.5 shows that student 4 has 3 errors, namely omission, where
students omit the word to in sentences that should use to. Like "I really like hug
him because his fur was soft," the correct sentence is "I really like to hug him
because his fur was soft," because to must be after the adjective.
Table 1.6
The Identification of the errors of Students 5
Paragraph Identification of
Error
Description
of Error Correction
II
“surely it will sound
familiar to the ears
of local and foreign
tourists”
Omission
“surely it will sound
familiar to the ears
of to local and
foreign tourists”
II
“excellent spots that
will increase its
attractiveness and
charm.”
Omission
“excellent spots that
will increase its to
attractiveness and
charm.”
III
“of the beauties that
to make this beach
attractive.” Addition
“of the beauties that
make this beach
attractive.”
III
“that will make
visitors want to
come back to this
place.”
Addition
“that will make
visitors want to
come back this
place.”
34
Table 1.6 shows that students 5 had 4 errors, namely 2 omissions and 2
addition. The error in omission is that students do not use the word to in sentences
which should use the word to. Like "surely it will sound familiar to the ears of
local and foreign tourists" which is actually "surely it will sound familiar to the
ears of to local and foreign tourists" because the to function is to indicate the
purpose or the intention of an action. Meanwhile, in addition, students added the
word to in sentences that should not use to, such as "that will make visitors want
to come back to this place." The truth is "that will make visitors want to come
back this place." Because the sentence already contains the word to this
emphasizes or explains the meaning or purpose of the sentence.
Table 1.7
Identification of the errors of Students 6
Paragraph Identification of
Error
Description
of Error Correction
I “the first thing that I
do is thank God” Omission
“the first thing that I
do is to thank God”
I
“letting me see this
beautiful morning.” Omission
“letting me to see
this beautiful
morning.”
II
“Because exercise is
very necessary to
keep our body fit”
Addition
Because exercise is
very necessary keep
our body fit
II
“I start to studying
for at minimum 1
hour.”
Addition
“I start studying for
at minimum 1 hour.”
35
II
“we can remember
our lessons quickly
and our brain
remains fresh at that
time.”
Omission
“we can remember
our lessons quickly
and our brain
remains fresh at that
time.”
III “I go out play with
my sisters.” Omission
“I go out to play
with my sisters.”
III
“and then wash my
hands, face and legs
and start to
studying”
Addition
“and then wash my
hands, face and legs
and start studying”
Table 1.7 shows that students 6 had seven errors, namely 4 omissions and
3 additions. In omission, students omit the word to which should use to. As in the
sentence "I go out and play with my sisters." The real sentence is "I go out to play
with my sisters." This is because to serves to indicate the purpose of an action.
Meanwhile, in addition, students added the word to to a sentence which should no
longer use the word to. Like "I start to studying for at least 1 hour." Which should
be "I start studying for at least 1 hour." Because to be followed by the verb 1.
Table 1.8
The Identification of the errors of Students 7
Paragraph Identification of
Error
Description
of Error Correction
I
“He always make
me happy when I am
feeling blue.”
Omission
“He always to make
me happy when I am
36
feeling blue.”
II
“I used to have
problems because I
wanted be a part of
them.”
Omission
“I used to have
problems because I
wanted to be a part
of them”
III “I am sure to I can
do more,”
Addition “I am sureI can do
more,”
In table 1.8, it shows that students 7 had 3 errors, namely 2 omissions and
1 addition. The omission error is where students omit the word to in a sentence
that should use the word to. Like "I used to have problems because I wanted to be
a part of them." Which should be "I used to have problems because I wanted to be
a part of them." Because to with adverb. Meanwhile, in addition, there is the
addition of the word to which should not be used to. "I am sure I can do more,"
which should be "I am sure I can do more,"
Table 1.9
The Identification of the errors of Students 8
Paragraph Identification of
Error
Description
of Error Correction
I
“. I really need to
prepare to for an
online lecture.”
Addition
. I really need to
prepare for an online
lecture.
I
“I have clean my
bed so neatly,” Omission
“I have to clean my
bed so neatly,”
II “so I cleaned all the
chores like to doing
Addition “so I cleaned all the
chores likedoing the
37
the dishes,” dishes,”
II
“my second activity
of helping to my
mother prepare
breakfast”
Addition
“my second activity
of helping my
mother prepare
breakfast”
III
“I would to prepare
a dish that was both
very typical of my
family”
Addition
“I would prepare a
dish that was both
very typical of my
family”
Table 1.9 shows that Student 8 has 5 errors which are more dominant in
addition. One example is "my second activity of helping to my mother prepare
breakfast", the error is in the use of verbs that are not quite right. Meanwhile, the
omission is “I have clean my bed so neatly,” which should be “I have to clean my
bed so neatly,” because after before the first verb there should be to.
Table 1.10
The Identification of the errors of Students 9
Paragraph Identification of
Error
Description
of Error Correction
I
“of course I have a
daughter in the
family according my
people.”
Omission
“of course I have a
daughter in the
family according to
my people.”
II
“so that she can still
look good in all of to
her dresses.”
Addition
“so that she can still
look good in all of
her dresses.”
III
“Even though she is
no to longer young,”
Addition
“Even though she is
nolonger young,”
38
III
“I like his social
advice especially his
patient nature.”
Omission
“I like his social
advice especially to
his patient nature.”
IV
“Just to like my
parents, my brother
also has black eyes”
Addition
“Just like my
parents, my brother
also has black eyes”
Table 1.10 shows that student 9 has 5 errors, namely 3 from additions such
as "Just to like my parents, my brother also has black eyes" which should be "Just
like my parents, my brother also has black eyes". Meanwhile, the omission is "I
like his social advice especially his patient nature." What should be "I like his
social advice especially to his patient nature." Because to comes after the
adjective.
Table 1.11
The Identification of the errors of Students 10
Paragraph Identification of
Error
Description
of Error Correction
II
“He always to make
me happy when I am
feeling blue.”
Addition
“He always make
me happy when I am
feeling blue.”
II
“I am very grateful
to have friends like
Ivan.”
Addition
“I am very grateful
have friends like
Ivan.”
III
“But we often spend
time together.” Omission
“But we often to
spend time
together.”
III “we often sharing Omission “we often to sharing
39
about our activities
in our campus”
about our activities
in our campus”
IV
“I like if he cares to
me, he is like to my
brother”
Addition
“I like if he cares to
me, he is like my
brother”
Table 1.11 shows that student 10 has 5 errors, namely 3 in addition, such
as "He always makes me happy when I am feeling blue." What should be is "He
always make me happy when I am feeling blue." And the omission error is "But
we often spend time together." What should be is "But we often spend time
together." Because to serves to indicate the purpose of an action.
Table 1.12
The Identification of the errors of Students 11
Paragraph Identification of
Error
Description
of Error Correction
I
“This is because
after Covid and
having keep my
daily distance, it
became a little
boring.”
Omission
“This is because
after Covid and
having to keep my
daily distance, it
became a little
boring.”
I
“Therefore I will to
share my daily life
before the Covid-19”
Addition
“Therefore I
willshare my daily
life before the
Covid-19”
II “On the way
campus,,”
Omission “On the way to
campus,,”
40
II
“We love to talk
about funny things
that make us laugh
and feel very happy.
Omission
„We love talk about
funny things that
make us laugh and
feel very happy.”
III
„I wait on campus
while to doing some
assignments.”
Addition
„I wait on campus
whiledoing some
assignments.”
III
“I just need manage
my time really well” Omission
“I just need to
manage my time
really well”
Table 1.12 shows that student 11 has 6 errors consisting of 4 omissions,
where students omit the word to in sentences which should use to, for example "I
just need to manage my time really well" which should be "I just need to manage
my time really well ”because to always follows the first verb. Meanwhile, in
addition, 'I wait on campus while to do some assignments. ” What should be 'I
wait on campus while doing some assignments." Because there is already a
gerund in the sentence above.
Table 1.13
The Identification of the errors of Students 12
Paragraph Identification of
Error
Description
of Error Correction
I “The first is that I
am interested in to
Addition “The first is that I
am interested in
41
learning Islam” learning Islam”
I
“I am interested in to
learning many
languages”
Addition
“I am interested in
learning many
languages”
Table 1.13 shows that student 12 has 2 errors, namely addition where
students add the word to in the sentence which should not use the word to. For
example, "I am interested in learning many languages" which should be "I am
interested in learning many languages" because there is a gerund in that sentence.
Table 1.14
The Identification of the errors of Students 13
Paragraph Identification of
Error
Description
of Error Correction
I
“she talked too
much then we
became to closer.”
Addition
“she talked too
much then we
became closer.”
II
“I just feel to more
comfort when we
were hangout
together.”
Addition
I just feel more
comfort when we
were hangout
together.”
II
„she had become a
Chairman of the
Student Council”
Omission
„she had to become a
Chairman of the
Student Council.”
III
“she always to
respond it and she is
wise”
Addition
”she always respond
it and she is wise”
IV “we not took much Omission “we not took much
42
pictures or wore the
same things together
we just enjoyed our
time together.”
pictures or wore the
same things together
we just to enjoyed
our time together.”
Table 1.14 shows that students 13 have 5 errors, namely addition, for
example "I just feel to be more comfort when we were hangout together." Which
should be "I just feel more comfort when we were hangout together." And in
omission it is 'she had become a Chairman of the Student Council "which should
be' she had to become a Chairman of the Student Council".
Table 1.15
Table Recapitulation of Students
Respondent
Classification of Errors
Addition Omission
Students 1 3 2
Students 2 1 3
Students 3 4 2
Students 4 - 3
Students 5 2 2
Students 6 3 4
Students 7 1 2
Students 8 2 4
43
Students 9 3 2
Students 10 3 2
Students 11 2 5
Students 12 2 -
Students 13 4 2
Total 30 errors 33 errors
Total Score Errors 63 Errors
Percentage of the students‟ error;
B. Addition
P=
46,16 %
d) Omission
P=
50,77%
Based on the table the students‟ errors, it can be stated that:
a. Total Error Addition from the students‟ are 30 error, total errors on
percentage 46,16 %
b. Total Error Omission from the students‟ are 33 error, total errors on
percentage 50,77 %
Based on the research results table above, the researcher found that there
were 30 or 46,16 % student errors. In this case, the researcher found that the
students made are errors in add the word "to" which should not have used the
word "to".
44
In Omission there are 33 or 50,77 % errors of students in using "to".
Omission is the opposite of addition, where the sentence should use "to" but there
is no "to" in the sentence. 50,77 % of students‟ errors in omission can be said to
be high, because there are many student errors in omission.
From the explanation above, the researcher concluded that the students'
errors in using to infinitive were mostly in omission. We can see that from the
calculation results in the table above.
2. The Results of the Interview
The researcher gave an interview test to the third semester students which
aimed to answer the problem formulation in chapter I, namely to find out the
cause of the student's error in using the infinitive. Researcher gives 3 simple
questions to find out the causes of student errors in using infinitives.
Interviews were conducted over three days in five classes. The researcher
only interviewed five classes because only five classes were willing to be the
sample in this study. The number of samples varies from each class, there are four
people in one class, there are three people, and also two people in 1 class. So the
total numbers of samples in this study were thirteen students.
In the interview this time it was a little different because the researcher
interviewed students via chat using the WhatsApp application. This is because the
situation and conditions are in new normal and must maintain a distance, where
some students are not in the location (Makassar) but stay in their hometown.
Therefore it is not possible for researcher to conduct direct interviews with
45
students. For further information, the researcher explains the results of the
interview in the form of the discussion below.
The questions above are related to the third semester students' knowledge
of English about infinitives. From the results of the interview on the first question,
the researcher concluded that there are still some students who do not know what
is meant by the infinitive, and there are also some students who know about the
infinitive but do not understand the rules or how to use it.
1. Apakah kamu tahu apa yang dimaksud dengan to infinitive?
(what do you know about to infinitive?)
R1 A : “Pernah dengar tapi tidak kutaupi apa itu. Yang kutau itu infinitive with
to sama without to ji kak.”
R2 A : “Iya tau. Kata kerja yang diawali oleh kata to yang diikuti oleh objeck.”
R1 B : “Tau kak tapi belum terlalu paham.”
R2 B : “tau sedikit kak. To yang ditambahkan dengan kata kerja pertama.”
R1 C : “Iye kak. To infinitive adalah kata kerja dasar yang diawali oleh kata
“to” dan biasanya berfungsi sebagai kata benda atau kata kerja biasaa
yang bisa diikuti dengan objek.”
R2 C : “bentuk dasar?. Kata dasar kalau tidak salah.”
R3 C : Tau kak. To infinitive itu kata yang ditambahkan to kak”
R4 C : “to infinitive adalah bentuk kata kerja yang tidak bisa berubah.
Misalnya: to buy. Yang berubah hanya verbnya.”
R1 E : “tau kak.Cuman tdk ku pahami”
R2 E : “tau sedikit kak.”
R3 E ; “tau tapi tidak terlalu paham”
R1 F : “To infinitive adalah kata kerja present/verb1 yang ditambahkan dengan
kata to yang kadang sama maknanya. Contoh yang bermakna sama: I
start to eat: saya mulai makan. Contoh yang berbeda makna: I stop to
smoke: saya berhenti merokok, dan I stop smoking: saya berhenti
merokok.”
R2 F : “Tau kak, tapi belum terlalu paham bagaimana penggunaannya.”
46
2. Apa pendapatmu tentang penempatan to pada sebuah kalimat/paragraph?
(What do you think about the placement of to in a sentence / paragraph?)
R1 A : “kalau menurutku toh kak, penempatan kata to itu penting dikarenakan
dalam pembelajaran bahasa Inggris adalah bagaimana cara kita
menggunakan kata-kata tertentu didalam sebuah kalimat, baik untuk
menulis maupun untuk berbicara. Nah kata to ini masuk dalam kategori
preposisi yang berfungsi sebagai keterangan tempat atau benda”
R2 A : “Menurutku kak, penempatan to itu sebagai penunjuk suatu objek.”
R1 B : “ kalau menurut saya masih susah memutuskan penempatan to kak.”
R2 B : “Kalau terkait penempatan to kak saya masih bingung.”
R1 C : “kalau soal penempatannya, kadang-kadang masih binggung.”
R2 C : “Masih binggungka dengan penempatannya kak.”
R3 C : “Maaf kak saya tidak paham bagaimana penempatannya kak.”
R4 C : “penempatan to pada kalimat-kalimat itu selalu diikuti dengan verb, atau
diikuti dengan kata kerja yang lain atau tambahan.
R1 E : “kalo saya nda paham kak, karena biasanya saya hanya pakai google
translate langsung kak.”
R2 E : “masih belum paham kak.”
R3 E : “saya tidak paham kak. Biasanya ngikut di google translate ajah.”
R1 F : “penempatan to dapat merubah arti kalimat atau paragraph itu sendiri.”
R2 F : “to digunakan jika ada 2 kata kerja bertemu atau digunakan sebagai
penghubung antar verb seperti I go to meet my parents.”
In the second question, the researcher concluded that third semester
students majoring in English are sometimes still confused about the rules for
placing to in a sentence or in a descriptive paragraph. But some have
understoodthe use of the infinitive, that to is followed by verb 1.But there were
also students who explained that they did not understand the placement of to
infinitive.
47
In the last question, which is related to the difficulty that the third semester
students often encounter when making a sentence or paragraph involving to, is the
difficulty in determining the placement and also matching the word to with the
verb. In fact, from the research results, the researcher knows that the third
3. Apa kesulitan yang sering kamu dapati saat membuat kalimat/paragraph
menggunkan to infinitive?
3. What difficulties do you often encounter when making sentences / paragraphs
using to infinitive?
R1 A : “Sebenarnya tidak adaji kesulitannya kak karena kata to infinitive hanya
kata kerja yang berfungsi sebagai penunjuk objekji kak.”
R2 A : “Menurutku kak, penempatan to itu sebagai penunjuk suatu objek.”
R1 B : “kesulitannya kak, saya masih belum paham to infinitive jadi saya masih
kesulitan dalam menentukan to harus ketemu dengan kata kerja apa yang
pas kak.”
R2 B: “kesulitannya, susah untuk menentukan kata kerja apa.”
R1 C : “Kesalahanku biasanya seperti ini kak, dimana kata kerja seperti to begin
yang bisa diikuti oleh infinitive. Seperti dalam kata “He began to laugh”
bisa juga berbentuk He began laughing.” Nah disini biasanya yang buatka
salah kak.”
R2 C : “Kadang nda tau ini kata bisaji diikuti kata to atau nda.”
“Pada saat kapan digunakan kata to.”
R3 C : “kesulitannya sudah itu kak, masalah menentukan kata kerjanya dengan
tensenya kak, karna tidak pintarka tenses kak”
R4 C : “kesulitannya itu kak masih kurang memahami cara menempatkan to yang
sesuai dan benar.”
R1 E : “kalau kesulitannya toh kak, saya masih susah menentukan kata yang benar
untuk digunakan to.”
R2 E : “susah mencocokan antara kata kerja apa yang cocok yang di tambahkan to
dan penggunaan tensesnya kak.”
R3 E : “saya masih kurang paham pengguna to kak.”
R1 F : “Kesulitan dalam memberikan kata kerja yang bisa diikuti gerund atau to
infinitive yang dapat mempunyai artidan makna yang sama atau dapat
merubah arti dan makna itu sendiri.”
R2 F : “penggunaan tenses. Kalau misalnya konteks kalimat tentang past kadang
bingung harus pakai kata kerja bentuk kedua atau tetap pakai kata kerja
bentuk pertama.”
48
semester students still have not received material about the “to infinitive”. This is
one of the reasons why third semester students make several errors in the use of
the infinitive.
B. Discussion
At this stage it is the result of research on analyzing errors in using
infinitive in writing paragraphs at the third semester students of English
Department. This research referring to the research objectives, namely to find the
kinds of the students‟ errors in using the infinitive. Dulay et al. (1982) say that
error analysis is a method to analyze the drawbacks of students‟ errors speech or
writing. It is further stated that the error has four types; they are linguistic
categories, surface strategies (omissions, additions, misinformation, and
misordering).
Meanwhile, to find out the causes of student errors in using the infinitive is
through interviews. Interview can be simply described as a form consultation or
communication where the researcher tries to find out more about a problem as
said by students. Thus, researcher can understand students through an interactive
process in which the researcher teaches ask questions to find specific information.
From a scientific point of view, Sewell (n.d) defines interviewing in qualitative
research as “an attempt to understand the world from the subject's point of view,
to reveal the meaning of people's experiences, to reveal their lives world before
scientific explanation. “As appreciated by other scholars, qualitative interviews
are central to data collection (Gill et al., 2008). However, most importantly The
component is that the information obtained is more authentic, the researcher must
49
make a good connection with the source. Interviewers are specialized people who
act professionally to seek relevant information from the subject to validate their
research hypothesis. Significantly, the subject of the interview process is the
interviewee (Edwards & Holland, 2013).
To analyze the writing test result data, researcher used a percentage. in this
case the researcher uses the calculation technique by Arikunto (1998: 309)
explained that: "descriptive research is the intended research to gather information
regarding status of an existing symptom, namely a state symptoms according to
what they are at the time research is carried out ”. Calculation steps the
percentages are as follows: P = f / N x 100%.
Based on the results of data analysis from the writing test found 63 errors,
including 30 errors or 46.16% in addition, and 33 errors or 50.77% in omissions.
From the results of the analysis of this writing, it can be seen that the more
dominant student error is omission. Meanwhile in the interview, the researcher
concluded that most of the students majoring in English did not understand
infinitives.
50
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis description in the previous chapter, the researcher
concluded that through this study the researcher obtained data that could answer
the problem statement in chapter I.
1. Based on the formulation of the first problem, which is related to what
types of student errors in using the infinitive. And to find out the types of
student errors in using the infinitive, the researcher conducted a writing
test for the students. From this test, the researcher analyzes omission and
addition to the use of infinitives in descriptive paragraphs. From the results
of the student error analysis test on the writing test, the researcher found
that the total error was an additional 30 errors or 46.16%, and in the
negligence there were 33 errors or 50.77%. From the results above, it can
be seen that the most errors made by students are omission.
2. In the second problem statement, the cause of the students‟ errors in using
infinitives in paragraph descriptive. To find out the causes of the errors
made by students, researcher conducted interviews with third semester
students. From the results of the interview, the researcher can conclude
that most of the third semester students know what is meant by the
infinitive, but they do not know the rules for using the to infinitive.
Researcher also found the reason students made errors in using infinitives
51
51
because they (students) were still confused about the use of infinitives
even though they often used them when making sentences or paragraphs.
Based on the explanation above, it can be concluded that some of the
errors made by students are due to their lack of understanding regarding the
infinitive which results in them making errors in using the infinitive in a sentences
or paragraph.
B. Suggestions
Based on the conclusions above, to avoid or reduce errors and their causes,
researcher wants to provide input to students and teachers. (1) The suggestion for
the teacher is that the researcher hopes that the teacher can provide additional
knowledge and a more detailed explanation regarding the use of infinitives in a
sentence or paragraph. And also, the teacher should give assignments as
application and also provide feedback on the assignments given so that students
better understand and know the errors they made. (2) The suggestion for students
is to pay more attention to their errors in using the infinitive in descriptive
paragraphs. And also to do more practice writing paragraphs involving the
infinitive in it. The last is read a lot in order to better understand the use of the
infinitive.
52
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56
A
P
P
E
N
D
I
C
E
S
57
Choose one of the topics below, and write down a descriptive paragraph
which involve infinitive (minimal 3 paragraphs)!
a. My Pets
b. My family
c. Favorite place
d. Makassar city
e. Daily activity
f. Best Friends
58
Name : MutiahFaridah
Class : BG 3A
Nim : 105351102419
My House
My house located in Sakuru street 01, Bima City. I have a small beautifull house.
It is all white and the original brown of wood. My family and I love white, so we
decide to paint the wall all white. However , we let the door and all the wood
material stay origin. It looks classic.
It is a one storey house. When we enter the house we can see our small living
room in front. It only has a wooden table and chairs. We call it the formal living
room, because only formal or strangers guestets will still in there. After that, we
have cozy friendly living room. There is a big long sofa, and big screen TV. We
welcome our close friends, families, and relatives in there. We often get along,
watch movies, play games, or just enjoy the drinks and chips on the sofa or carpet.
There are three bedrooms in it. Next to the living room is my parents room. They
have a big wooden bed with purple bed line on it. There is a small bathroom
inside their rom. Behind the living room, there is clean kitchen and dining room.
The clean kitchen is only for microwave, refrigerator, and washbasin. Our dining
room has a wooden table.
Beside the dining room, there are three bedrooms. They are my room and my
sister‟s. I decorated my own bedroom. I have a medium bed with blue bad line.
All the furniture are painted with the blue, because I like blue color. Next to my
room is my sister‟s room. She has a small bed with gray bed line. She has so
many dools in a glass cabinet and no one can touch them. We share the same
bathroom across our rooms.
Behind the clean kitchen , there is kitchen for cooking. Next to it, there is a room
for landry things. We also have a backyard for drying the clothes and for doing
fun outdoor activities. I love my house very much. It is the coziest place in the
word.
59
Name : Ainun Tsaqifah
Class : BG.3A
NIM : 105351100319
Daily Activity
During this pandemic My daily activity in my house is like a normaly
situation in general but every activity doing in the home. My every day, I start
from I wake up at 3.30 a.m and than I prayer still dawn. After that, I make a
breakfast to my parent. Usually I make breakfast toast filled with cheese or butter
with a cup of tea or milk.
Next I cleaning the house starting from washing dishes, sweeping, still
watering the flowers. Than I wash prepare online classes. The online classes
beginning at 9 o‟clock and finish at 4 p.m. Sometimes I dont have online classes
for one full daily and I think it is boring day. So I did something like eating while
watching drakor or gathering with my family.
At the night I never miss dinner with my parents and my brother. then I
also didn‟t forget to complete my homework. Usually in the night before I go to
sleep I should use skin care so that the next day my face are shainning, shemering
and splenddid that‟s what people say. Right now only that my daily activity in my
house is very simple no something special.
60
Nama: Nur Indah Sari
Class: BG 3B
LOSARI BEACH
Losari beach my favorite place is a beautiful beach west of Makassar city, South
Sulawesi. This beach has been a tourist spot in the city of Makassar for years and
is famous for its beautiful to sunset views. Many people spend the afternoon enjoy
the beautiful view as the sun sets from the sea.
The view of the beach is very beautiful and its to various culinary tours can spoil
your tongue to taste various food offerings that are rich in archipelago flavors
such as PisangEpe, juice, BaksoBakar, and others. It will be to more comfortable
if you use a motorbike while travelling around Losari Beach.Because during
holidays there will be many visitors and traffic jams often occur in the area around
Losari beach.
This beach can also be to entered for free. You can come anytime and do anything
but with a note that you have participate in keeping the beach clean. And also
don't do anything dangerous because in every beach area there are security
officers who always control security in the Losari beach area.
61
Name: Mustikasari
Class: BG 3A
My Pets
I have several cats at home, some of the cats are male and some are
female. But I prefer my male cat. I call him "Diego". He is an adorable cat, my cat
is cute and naughty at times. His body is fat, and has a long tail. He has black and
white fur.
I really like hug him because his fur was soft, but not anymore after he
scratched my hand. Every morning my mother feeds Diegofish. He is an active
animal. He likes running around the house.He likes chasing everyone in my
house. When he feels tired or sleepy, he usually sleeps on the sofa in the living
room or under the table.
"Diego" also went out for food a lot. Diego used to go to find food at a
neighbor's house. And sometimes he carries a mouse in his mouth. Then he ate the
mouse behind my house for himself. That‟s the Diego when he was the naughty
Diego.
62
Name : Nurfadillah
Class : BG3C
TanjungBiraBulukumba Beach
TanjungBira Beach Bulukumba is located on Jl. TanjungBira, BontoBahari.
Bulukumba, South Sulawesi which can be reached by a 6 hour drive from
Makassar. It can be estimated that the distance from the city of Makassar, which is
about 200 kilometers. From Bulukumba Regency, this beach is only 40 km away
or about 1-2 hours drive.
TanjungBiraBulukumba Beach, surely it will sound familiar to the ears of local
and foreign tourists because this beach has its beauty and advantages. Every
tourist location has excellent spots that will increase its attractiveness and charm.
Like also on this TanjungBira beach. The following are some of the beauties that
to make this beach attractive.Bira Beach has soft and white sand. It is undeniable
that TanjungBiraBulukumba Beach has a very clean, white and smooth beach.
The soft sand of the beach here is even a distinctive feature that promotes the
name TanjungBira Beach.
The sea water on this beach is so clear that when you look at the bottom, you will
see it clearly. With this clear water condition, it is difficult to resist the urge to
swim, snorkel and dive in it. The clarity of the sea water on this beach is indeed an
attraction that will make visitors want to come back to this place.
63
Name: Devita
Class: BG3C
Daily life means the activities that we do everyday. I am Devita, a 3rd semester
student at UNISMUH Makassar. Everyday I get up at around 5 a.m. After waking
up, the first thing that I do is thank God for protecting me the whole night and
letting me see this beautiful morning. I wash my face, brush my teeth and do my
daily needs.
After that, I exercise for half an hour. Because exercise is very necessary to keep
our body fit and to be healthy always. Then, I start to studying for at minimum 1
hour. Because studying in the morning is very good as we can remember our
lessons quickly and our brain remains fresh at that time.
After completing my studies, I take my breakfast and then start for go to campus. I
return home at 3 p.m. Then I take my lunch and take a little rest. At around 4.30
p.mI go out play with my sisters. I return home at 5.30 p.mand then wash my
hands, face and legs and start to studying from 7.00 p.m till 10 p.m. Then, I take
my dinner, recite my prayer, and then I go to sleep.
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Name : Al SuciRamadhani
Class : BG3C
Best friend
In no time. I looked around me which I thought was beautiful, saw a group of
women dressed in syar'i, carrying books and the Koran, very concerned about
their environment. I envy see them, who are devout religions, have a beautiful
environment, which is far from immorality and the outside world.They are not at
all overdoing it, very careful in doing things.
I used to have problems because I wanted to be a part of them, but obstacles and
trials came, I didn't agree to participate. Envy once saw them, walked with the
sholeh people, had good judgment, and made friends with the alim people.
However, it is not a barrier for me not to try like them, there are many ways, I am
sure to I can do more, as long as I intend because of Allah and a lot of effort, I can
be like a woman who becomes the world's jewelry, who is obedient to the
Religion of Allah.
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NAME : SRI RAHAYU NENGSI
CLASS : BG 3C
My Daily Activity
From Monday through Saturday, I usually get up at 5:00 a.m. I really need to
prepare to for an online lecture. Because I have a lot of things to do before I go to
college online in the middle of corona right now. And the first thing I do is, I have
clean my bed so neatly, after which I clean the room, then I go to the kitchen for a
little water, and then I take a shower. After that, I swept the floor and swept the
floor. Then I cleaned the house.
I was the youngest child in my family, so I cleaned all the chores like doing
the dishes, washing the clothes, and folding the clothes. And I also used to clean
in my yard large enough and then burn the garbage I had collected after sweeping
the yard, and then I watered the plant in my yard. Then my second activity of
helping my mother prepare breakfast meals and for lunch with the family,
I would to prepare a dish that was both very typical of my family and of my
hometown of kelor, which had great medicinal value and which was very easy to
find back home, Mealtime is a very good time for me to get together with my
family because we can be at each other's table that makes me happy because when
everything has started going to its work.
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Name: Siti Nun Ainunkelsaba
kelas: BG 3E
My family
I live with my little family. Consisting of to six members, they are my father, my
mother, my older brother, and of course my two younger brothers, as the only
daughter among the siblings, of course I have a daughter in the family according
my people.
My mother is a tough and diligent woman, now she is about 49 years old. Her
name is Nurwahida. She has a beautiful face and long straight black hair. Her eyes
were like that of an ordinary Asian woman, black. She is a bit chubby because she
rarely plays sports as a busy housewife as a teacher. However, she can manage her
dress well, so that she can still look good in all of to her dresses.
My father is Pak Muh Man, he is around 50 years old. Even though she is no
longer young, her hair still looks pretty black with a little gray. His eyes are black
like most Asian people, especially Indonesians. He is relatively tall compared to
the rest of the family, around 168cm. He works as a teacher. He works hard for his
family. Sometimes he also makes us teach the meaning of being social to others. I
like his social advice especially his patient nature.
Then the next family member is my elder brother, he is janwar. Now, he is 19
years old. Just to like my parents, my brother also has black eyes and straight
black hair. He is taller my father. He was quite smart, diligent, patient like my
father and helpful. Now he is continuing his studies by studying electrical
engineering and he hopes that one day he can become someone who works with
large companies.
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Name: FirdayantiAmaliyah
Class: 3E
My best Friend
I have a best friend. His full name is Ivan Surahmat. His call name is Ivan. He was
born at Gowa,12 September 1999. He is student of UIN Alauddin Makassar. He
is diligent student.
I like Ivan. He always to make me happy when I am feeling blue. Many people
who like his attitude. His attitude is always good fascinated to his. He also has
white skin, thin body, black eyes, and tall body. But i dislike him if his attitude
changed for the worse. He also has characteristic. He is very kind,clever,
diligent,friendly,etc. I am very grateful to have friends like Ivan. I will always
remember him forever.
Ivan is my best friend since in Senior High School. But we have different
collague, cause I am students of Unismuh Makassar and he is a students of UIN
Alauddin. But we often spend time together. When we have free time, we visited
some place in Makassar to refreshing. Also, we often sharing about our activities
in our campus. He calls me crazy girl because I always acting weird if I meet him.
Ivan always help me when I am getting trouble. Sometimes, he gives me advice
when I make mistakes. I like if he cares to me, he is like to my brother. Also, he
often tells abaout his girlfriend to me and it makes me ngakak so hard
hahahahahah.. Thank you.
68
Name: Muh. Fadhil
Class: 3E
Daily Activity
I will tell about my daily activities before the Pandemic Covid -19. This is
because after Covid and having keep my daily distance, it became a little
boring.Therefore I will to share my daily life before the Covid-19 Virus enters the
city of Makassar and makes everything change.
I start from morning. Usually I wake up at 6 am. When I wake up, I usually
stretch for 5 minutes so that I don't get sleepy and relax tense muscles. If there is
morning class, I immediately shower and prepare to go to campus. I go to campus
on a motorbike. Sometimes, I pick up my friends and we go out together. On the
way campus, we usually stop by to buy food at the stall for breakfast. The usual
food for our breakfast is bread and milk, and we usually buy yellow rice and
warm tea. We eat while talk about the subject. We love talk about funny things
that make us laugh and feel very happy.
While waiting for the next class, I go to my friend's house. Sometimes, I wait on
campus while to doing some assignments. Join several organizations on campus
that keep me quite busy but still fun for me. I just need manage my time really
well so that I can set priorities and nothing gets neglected. therefore,I always try
to finish all assignments before the deadline.almost every day I come home at 3
and rest. when there is an activityadditionally with friends I like hanging out or
having dinner together with my friends, I often participate, because in my opinion
this moment was only once the excitement was felt during college. and after
finishing I go home and sleep at 11 to 1 at night. when all tasks are done.
69
Name : Abd. Wahid BintangPamungkas.
Class : BG3F.
Learning Islam and A Lot Of Languages
In the beginning, when I was in vocational high school I was not very
interested in studying Islam and Languages further. However, at the end of the
learning process at the Vocational High School, I was interested in learning both.
The first is that I am interested in to learning Islam because I love the learning
process that every Friday morning and Sunday morning at our mosque, namely
the Al-Ikhlash Mosque and Alhamdulillah I can feel the joy of studying Islam
until now. Second, I am interested in to learning many languages because from
my classmate in vocational high school, his name is Alvin who is an expert in
English, and my own Ustadz-Ustadz in Arabic from Ustadz Abu Aqilah Al-
Atsary, Ustadz Anwar Al-Bugisy who is a linguist. Arabic and English.
At the beginning of studying both of them intensively I initially felt
inferior, embarrassed, discouraged, dropped. But my teachers said "just go along
even if you don't understand". So I slowly learned, step by step.
I hope to Allah that I can enjoy this activity until the end of my life, and
that my parents, my family, my friends, and people who already know me can
enjoy this activity, especially studying Islam and Arabic beside me. will try to
continue to invite them to study Syar 'i again, aamiin.
70
Nama : NurIlmaPutriFachruddin
Kelas : BG3F
Best Friend
I met my best friend when I was senior high school. She is kind, friendly,
smart and beautiful. Firstly I thought she was too chatty but I like that because she
talked too much then we became to closer. I call her as Sinar, she is older than me
but she always act like a child. She has beautiful voice sometimes it made me
jealous but I like my voice by the way.
We were only in the same class around a year but I just feel to more
comfort when we were hangout together. As I said she is beautiful but he has a
cynical eyes or maybe I can say she is authoritative because she had become a
Chairman of the Student Council. She is incredible that is why i'm so thankful for
being her friend.
Dillah is a good listener even though my story is kinda boring but she
always respond it and she is wise but when we are together we laugh because
stupid things that we see or we talk about. Sometimes she is being so cruel but
yeah it doesn‟t matter because we are friend.
We are not like the other bestie in out there, we not took much pictures or
wore the same things together we just enjoyed our time together. We are helping
each other, calling, crying or laughing together. That‟s we called true friend.
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Questions!
1. Apakahkamutahuapa yang dimaksuddengan to infinitive?
2. Apapendapatmutentangpenempatan to padasebuah
kata/kalimat/paragraph?
3. Kesulitanapa yang
seringkamudapatisaatmembuatsebuahkalimat/paragraph
denganmenggunakan to infinitive?
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Students 1
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Students 2
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Students 3
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Student 4
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Students 5
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Students 6
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Students 7
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Student 8
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Students 9
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Students 10
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Students 11
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Students 12
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Students 13
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CURICULUM VITAE
The researcher Istiqama Mangalia, she was born on March
23, 1996 in Lumbia-lumbia. She has 3 sisters. She is the 3rd
child of four children. she started her education at SDN
Inpres 2 Lumbi-lumbia and graduated in 2008. Then she
continued her education at SMP Negeri 1 Buko Selatan and
graduated in 2011. After that she continued her education at SMA Negeri 1 Buko
Selatan and graduated in 2014. In 2016 she registered as a student and majored in
English Language Education, Faculty of Teacher Training and Education,
University of Muhammadiyah Makassar. At the end of her study, she successfully
completed her thesis entitled "Analyzing Students' Errors in Using Infinitive in
Writing Paragraph at The Third Semester Students of Engish Department of
Muhammadiyah University of Makassar".