4. Chapter II Fixed

7/30/2019 4. Chapter II Fixed

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 The Definition of Verb-Ing Forms

In the use of verb-ing, the students were introduced on how to form verb-

ing those who have changed the function of a noun, so it is better known as a

gerund. According to those described by Azar (1999) that a gerund is the ing

form of a verb used as a noun.

Verb ing is a verb form of continuity where the verb indicates an action

that is being done or could be due to some form of meaningful activity subject. In

use, the verb-ing can be adjective when it was in a collection of words or phrases;

furthermore, it can be a verb-ing in the formation of meaningfulness (me-/ber-) if

it has a part in an advanced form of the sentence or clause.

In learning verb-ing in depth, researchers focused on learning verb-ing to

do with the clause and phrases as action research, in relation to determine the

independent and dependent sentences contained in compound sentences, complex

sentences, and compound complex sentences. Verb-ing form can also be used

after the verb form of the senses, to demonstrate that sustainable forms of verbs

implemented.

2.2 Kinds of Verb-ing Forms

Researcher in this case wants more explaining and focusing on two kinds

of verbs -ing studied by the eleventh grade students at SMAN 3 Denpasar.

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Therefore, the researchers divided the two parts of the-ing verb form that can be

used as a noun and adjective formation, namely: gerund and participle.

2.2.1 Gerund

According to the book of Ganesha Operation XI IPA, Revolusi Belajar

Koding - Konsep Dasar dan The King (2011:514) and Mc. Carthy et al.

(2008:515) state that gerund is verb-ing form which has the function as noun as

the same as Frank (1993:97) states that gerund phrase has the same function as

noun. The same function which is owned by the gerund as a noun, ie: as subject,

as object, and as complement. Gerund can be used as subject, object, and as

complement (as adjective), and also as compound words. For the further

information about gerund, we can see how the verb-ing functions are turned into

nouns by existing examples below.


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For example:

As subject of verb Her watering the plants every day is not

necessary.

As object of verb Her mother appreciates her watering the plants

every day.

As object of preposition:

In prepositional object Her mother insists on her watering the plants

every day.

In adverbial phrase By watering the plants every day, she is pleasing

her mother.

Subjective complement What her mother insist on is her watering the

plants every day.

Apositif Her mother insist on one thing her watering the

plants every day.

2.2.1.1 Gerund Forms

From the mind mapping above, we can see the patterns of gerund clearly.

Gerund can be subject, object, complement, or can be in the compound word. To

understand well about the forms, the book of Ganesha Operation XI IPA,

Revolusi Belajar Koding - Konsep Dasar dan The King (2011:514) explains as

follow:

A. Gerund as Subject

Examples:

Having a lot of money is better than having a little

(predicate noun)


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Writing and speaking are two different aspects in a language.

Dropping out of school has caused him hard to find a good job.

Speaking is my hobby.

B. Gerund as Object

1. After Certain Verbs

As well as the infinitive, gerund can also follow certain verbs, as in the

following sentences:

Subject + verb + gerund

These are verbs which are followed by gerund directly:

1. admit

appreciate

avoid

cant help consider)

complete

delay

deny

enjoy

finish

mind

miss postpone

practice

quit

recall

regret

report

resent

resist resume

risk

suggest

2. begin

cant stand

continue

dislike

dread

hate

like

love

prefer

start

3. stop remember forget

Note:

a) Verbs in the first row are always followed by a gerund (never followed by

infinitives). Cant help here mean "not able to avoid a situation, or stop

something from happening


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b) Verbs in the second line followed by a gerund but can also be followed by

the infinitive with the same meaning as its gerund form.

c) Verbs in the third row can also be followed by the infinitive, but the

meaning is different with its gerund form. See examples 8, 9 & 10.

Examples:

1. Has Ryan admitted killing eleven people yet?

2. I appreciated being given suggestions by her.

3. Tony always avoids answering my questions.

4. I enjoyed being with you last night.

5. Have you finished reading the book yet?

6. They prefer playing football to studying.

(Note: Verb prefer if followed by a gerund, a pattern different from

the sentence if followed by the infinitive.)

7. I cant help worrying about the upcoming exam.

8. I want to stop smoking.

(In this sentence, the subject I want to not smoke again.)

9. My brother always remembers locking his car.

(During this time, the car has never been in a state is not locked. Note:

Use the gerund after the verb remember if the activity is done in the

past.)

10. My brother neverforgetslocking his car.

(Same as in the example of number 7, so far, the car has never been in

a state is not locked. Note: Use the gerund after the verb forget if its

activities are conducted in the past.)


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2. After Preposition

Prior to that followed by gerunds, prepositions usually follow verbs,

adjectives, or nouns. Consider the following pattern:

Subject

verb

adjective

noun

preposition gerund

a. Verbs + prepositions + gerunds

Phrase in the following table are the verbs + prepositions are always

followed by a gerund (never followed by the infinitive.)

Note: Although it was followed by the preposition to, phrase on the second line is

always followed by a gerund. So, do not be confused with the infinitive.

Examples:

1. He gave up smoking because of his doctors advice.

2. Jenny insisted on buying that cell phone instead of this one.

3. Have you everthought of studying abroad?

4. After a long trial and error, he finally succeeded in fixing his laptop.

5. My older sister objected to not being allowed to go out with her

friends.

6. I am looking forward to seeing you soon.

approve of

be better off

give up

put off

think about

think of

worry about

succeed in

count on

depend on

insist on

keep on

rely on object to look forward to confess to


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(INCORRECT if: I am looking forward to see you soon.)

7. No one has confessed to stealing my money yet.

(INCORRECT if: No one has confessed to steal my money yet.)

b. Adjectives + prepositions + gerunds

Phrase in the following table are the adjectives + prepositions are always


accustomed to

intent on

afraid of

interested in

capable of

successful in

fond of

tired of

Examples:

1. Will you be capable of finishing your work by noon tomorrow

2. Are you afraid of sleeping in the dark?

3. I am tired of studying all day long. Lets go out to have fun.

4. Judith is fond of singing while taking a shower.

5. Bobby is accustomed to buying roses for his girlfriend.

c. Nouns + prepositions + gerunds

Phrase in the following table are the nouns + prepositions are always


choice of

excuse for

intention of

methods for/of

possibility of

reason for

Examples:

1. The teacher gave us a choice of taking another exam.

2. I am so sorry. I had no intention of hurting your feeling.

3. He always has an excuse for being late.


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4. There is no possibility of recruiting new employees during recession

we are facing now.

5. Have you found the best method for improving your English yet?

6. Your reason for getting bad grades is a big nonsense.

C. Gerund as Complement

Gerund as a complement to the subject in a sentence is usually always

preceded to be located between the subject and subjective complement, for

example:

My favorite sport is running.

My favorite activity is reading.

My hobbies are watching television, listening to the music, and

running in the morning.

My favorite occupation is reading.

D. Gerund as Compound Words

1. After pronoun

In the patterns above, before the gerund can also be inserted pronoun in

possessive adjectives (ie my, your, his, her, its, Their, our) or by a noun in

a possessive (ie noun + 's, for example: John's, Rini's, Indonesia's , ect).

Subjec

t

verb

(pronoun/noun)

in possessive

form

gerun

d

Subjec

t

verb

adjectiv

preposition

s


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e

noun

Note: Notice to the difference pronoun used in the infinitive!

Examples:

1. We are looking forward to your coming next week.

2. My father doesnt approve ofmy brothers marrying her

3. They resented the teachers not announcing the exam sooner

4. He objected to my calling his girlfriend last night.

5. We all regret Dannys not going to school anymore.

6. Before my sisters leaving for Bali next week, my parents are going

to have a small gathering at home this weekend.

7. After his confessing to using drugs, Maria didnt want to see him

again.

2. In noun phrase

Gerund + Noun

Gerund is in a compound word that means a tool or place, for example:

Swimming pool

Shopping centre

Readingbook

Drawing book

Sewing machine


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Waiting room

Writing paper

E. Gerund as Prohibition

No + Gerund + !

Gerunds are used as a form of ban or the form of a warning, such as:

No smoking!

No littering!

No entering!

No trespassing!

No parking!

2.2.2 Present Participle


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According to the book of Ganesha Operation IPA, Super Intensif

(2011:392) states that participle is a verb form used in compound form of

sentences. Participle is divided into 2 kinds of verb forms, namely: present

participle (V-ing), and past partiple (V3).

Participle is a descriptive word that consists of active and passive

participle. Active participle use Verb + ing (as gerunds), which has several

functions. While the passive participle form of V3 which also features several

functions. Existing functionality such as: as descriptive noun, as the forming of

compound sentence from two sentences which have the same subject

In the discussion that researchers want to convey through the information

has been obtained from the book Super Intensive Ganesha Operation, researchers

focused to take on the role and form of the present participle as a form of active

sentences with verb-ing form.

2.2.2.1 The Purpose of Present Participle


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The purpose of the present participle is to indicate the activity of a

sentence that is by eliminating the subject and form of conjunction. Sub clause

that is experiencing an abbreviation word-ing verb form used with the meaning of

a sentence that shows the activity to follow the expression of conjunction.

Condensation in the participle does not change the existing meaning. This is based

on the researchers understanding from the book of Super Intensive IPA Ganesha

Operation (2011:392)

2.2.2.2 The Forms of Present Participle

There are two participles in English, namely:

1. Present participle (active participle) to use the suffix-ing of the verb,

such as burning, working, loving, sitting, standing, sleeping, etc.

2. Past participle (passive participle) using the suffix-ed,-en,-d,-t,-n of the

verb, for example, worked, Wrecked, loved, broken, stolen, written,

etc.

A. After Verbs Of Sense

S + Verb of Sense + Object + Present Participle

EyeSee Look Watch

Notice Observe.

Examples:

I see him trying to do the best

They notice her fighting with her boy

friend

I hear someone knocking at the door

I felt my heart beating.

Ear Listen Hear

Nose Smell

Tongue Taste

Heart Feel

Skin Keep Touch Hold


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She keeps me loving her

B. As Adverbial Clause

Form a compound sentence from two sentences have the same subject

a. Events that occur at the same time point

Because it happened at the same time, so when discussing the

"meaning" can use the connecting words, such as: When, While, or

as

example:

Sitting near the bridge, They saw the car accident.

Meaning = When They were sitting near the bridge, They saw the

car accident = They sitting near the bridge, when They saw the car

accident.

b. Events that occur in a row or a causal

1. Genesis successive

The formula:

Having + V3 + S + ...

Because of successive events, so if its meaning could be attributed

to discuss conjunctions: After and Before.

example:

Having studied the lesson, he slept

2. Because - because, there are two possibilities, namely active or

passive

The formula:

Active:


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Verb-ing + S + V + ...

Passive: S + V + V3 + ...

Examples:

Studying, he passes the exam.

Startied by the sudden noise, the baby woke up and cried.

Because the relation cause - effect, then discuss its meaning if it

can be linked with conjunctions: Because-as-for-since

C. As Adjective Phrase

A participlephrase is an adjective phrase that starts with a participle. It

usually follows the noun (orpronoun) which it modifies. Present participle

(verb + Ing) serves as an adjective when not accompanied by a to be (am,

is, are, was and were).

Examples:

The train arriving at the station now is an hour late.

The students talking in the class look very happy.

Analysis:

Arriving is an adjective because it is not accompanied by the

auxiliary to be. Meanwhile, the above sentence is a train Subject

and verb is auxiliary to be "is".

Talking is the adjective because it is not accompanied by some.

Subject of the sentence above is the students and the verb is look.

2.3 The Use of Mind Mapping Writing Technique
http://www.grammar-monster.com/glossary/phrase.htmhttp://www.grammar-monster.com/glossary/adjective_phrases.htmhttp://www.grammar-monster.com/glossary/participles.htmhttp://www.grammar-monster.com/glossary/nouns.htmhttp://www.grammar-monster.com/glossary/pronouns_definition.htmhttp://www.grammar-monster.com/glossary/modifiers_modify.htmhttp://www.grammar-monster.com/glossary/phrase.htmhttp://www.grammar-monster.com/glossary/adjective_phrases.htmhttp://www.grammar-monster.com/glossary/participles.htmhttp://www.grammar-monster.com/glossary/nouns.htmhttp://www.grammar-monster.com/glossary/pronouns_definition.htmhttp://www.grammar-monster.com/glossary/modifiers_modify.htm


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2.3.1 Mind Mapping Definition

Buzan in Mento et al.(1999) explains that mind mapping was developed

by Buzan in 1970 after reviewing research on the psychology of learning and

remembering. According to Buzan and Buzan in Mento et al.(1999):

The mind map is an expression of radiant thinking and is therefore

a function of the human mind. It is a powerful graphic technique

which provides a universal key to unlocking the potential of the

brain. The mind map can be applied to every aspect of life where

improved learning and clearer thinking will enhance human

performance.

The mind map has four essential characteristics:

1. The subject of attention is crystallized in a central image.

2. The main themes of the subject radiate from the central image as

branches.

3. Branches comprise a key image or key word printed on an

associated line. Topics of lesser importance are also represented as

branches attached to higher level branches.

4. The branches form a connected nodal structure.

Mind mapping represents a powerful aid for stimulating whole brain

thinking (Buzan in Mento et al.,1999). It engages the often inactive right

hemisphere of the brain by emphasizing spatial and visual language; it focuses on

spurring creative as well as logical thought patterns. Whole brain thinking has


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become more desirable in todays business environment as firms must innovate to

meet intense competitive pressures. Survival and growth in the marketplace

demand a continuous stream of new and different products and improved

processes for creating and delivering value. Integrative and creative thinking

requires the process of left- and right-brain thinking to produce synergistic

outcomes.

Mind mapping is a creativity- and productivity-enhancing technique that

can improve the learning and efficiency of individuals and organizations. It is a

revolutionary system for capturing ideas and insights horizontally on paper. It

can be used in nearly every activity where thought, planning, recall or creativity

are involved (Buzan in Mento et al.,1999)

2.3.2 How to Make Mind Mapping

Referring to Trianto (2009:158) on procedures to make mind mapping

explains the way to make the mind mapping technique. Margulies in Mento et al.,

(1999)explain the procedure by starting with a central image and key words,

colors, codes, and symbols, mind mapping is rapidly replacing the more

traditional methods of outlining and note taking in workplaces around the world.

From that statement the researcher suggests the student to use the following

guidelines for creating mind maps:

1. Start in the center with an image of the topic, using at least 3 colors.

2. Use images, symbols, codes, and dimensions throughout your mind map.

3. Select key words and print using upper or lower case letters.

4. Each word/image is best alone and sitting on its own line.


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5. The lines should be connected, starting from the central image. The central

lines are thicker, organic and thinner as they radiate out from the centre.

6. Make the lines the same length as the word/image they support.

7. Use multiple colors throughout the mind map, for visual stimulation and

also to encode or group.

8. Develop your own personal style of mind mapping.

9. Use emphasis and show associations in your mind map.

10. Keep the mind map clear by using radial hierarchy, numerical order or

outlines to embrace your branches.

2.3.3 The Advantages of Mind Mapping

Mind Mapping is a simple, practical tool for improving your creative-

thinking, planning and problem-solving abilities. It will help the students:

1. Generate more ideas: Mind Mapping allows the students to start quickly

and generate more ideas in less time. They dont have to edit or order their

thoughts; just start with a creative doodle in the center of their page and

begin printing words on lines emanating from the center as they think of

them. The free-ranging format adding words to one branch one

moment, then, skipping over to another branch the next increases their

chances of generating new ideas.

2. Make new connections: Mind Mapping allows the students to represent a

tremendous amount of information in a relatively small space. They can


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have all your notes for a topic on one piece of paper, with their ideas

arranged in a way that encourages the students to see relationships

between them. Mind Mapping helps the students see connections among

things that may have seemed completely separate.

3. Improve the students memory: Remembering their material becomes

much easier. Colors, images and key words three central ingredients of

Mind Maps are much more engaging to the brain than sentences. A

well-made Mind Map is almost impossible to forget!

4. Use the students whole brain: Half a mind is a terrible thing to waste.

Mind Mapping helps you strengthen your analytical left brain by training

you to look for the most essential key words. At the same time, it

stimulates the right brain by encouraging you to use colors and images.

The other advantages of mind maps over linear notes:

Saves time reading only relevant words

Saves time using (noting) only relevant words

Saves time reviewing mind mapped notes

Saves time not searching for key words (theyre already there)

Focuses on whats important the real issues

Essential key words are connected in time and space, important for

recall

Clear & appropriate associations between key words are made

Allows for creativity, flow, and related ideas to be easily added


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Easier for the brain to remember because of visual stimulus of pictures,

colors, lines, etc

2.4 The Use of Association Method

Baret al. (2007) state that associative processing provides the vehicle of

thought is a long-standing idea. They also argue that one primary outcome of

associative processing is the generation of predictions, which approximate the

immediately relevant future and thus facilitate perception, action, and the

progression of thought. That association provides the principle element of human

thought is a long-standing idea. (Baret al., 2007).

Association Method is a method that is used to draw ideas from the "minds

stream of consciousness". During the application of this method one idea is used

to generate another, which is then used to generate a third idea, and so forth until a

useful idea is found. There are two different versions of the Association Method:

plain, unstructured free associations, and mixed or structured, free associations. In

unstructured association, ideas are listed as they naturally occur, one "block" idea

building upon another block. This approach is usually called "brainstorming" as

ideas are generated out of the "clear sky". Structured free association in contrast,

attempts to increase relevance of ideas to the problems.

2.4.1 The Steps on How to Associate The Subject of Learning

Here are the steps on how to do it.

1. Write down a symbol (number, word, object etc.) that seems to be

directly related to the problem or some aspect of it.


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2. Write down whatever is suggested by the first step, ignoring all

concerns for its relevance to the problem. Develop at least 20

associations.

3. Review the list of associations and select those that seem to have

special implications for the problem.

4. Using the above selected associations, develop ideas that seem capable

of solving the problem. If none of the ideas seem useful, go back to

step 1 and repeat the process, using a new symbol.

Another approach to implement this problem-solving strategy is to use

colored cards. The problem statement is written on chart and discussed within the

group to make to make sure it is clearly understood. After the clarification of the

problem statement, each group member silently and independently writes ideas on

each colored card and then passes it on to the person on their right. After 20-30

minutes the facilitator/moderator ends the idea-generation process. Many times

facilitator stick/pin the cards on the board at this stage of the exercise. I would

recommend to sort and categorize the cards on the table through group-

discussions. This makes it easier for participants to move the cards around after

each discussion or analysis. Once the categories are sorted and finalized stick/pin

title cards on the board as headings for different columns. Each column/color

represents a category of ideas.

2.5 The Advantages of Teaching Verb-ing Forms through Combining Mind

Mapping and Association Method


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2.5.1 Advantages of Combining Mind Mapping and Association

Method

Reduces the tons of work involved in study and revision for exams

Provides the whole pictures, the global view, at one glance

Provides the links and connections between ideas to make better sense

of information

Focuses on using the cortical skills that attract your brains attention

Provides for easy recall, helps you to see information in your mind

Helps in organizing thoughts, planning the projects, making papers

Allows for freedom of thought and creativity in thinking and writing,

etc

2.5.2 Benefits of teaching students through Combining Mind Mapping

and Association Method

Inspires students, making them more receptive to learning

Makes lessons more creative & enjoyable for teacher and students

More flexible and adaptable providing students with more freedom

Shows the relationships between facts

4. Chapter II Fixed

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