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 verbing 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 (predicate noun) Apositif What her mother insist on is her watering the plants every day. 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

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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 begin cant stand continue dislike stop enjoy finish mind miss postpone practice quit recall dread hate like remember regret report resent resist resume risk suggest love prefer start forget

2.

3. 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 never forgets locking 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.) approve of be better off give up put off object to think about think of worry about succeed in look forward to count on depend on insist on keep on rely on confess to

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 ever thought 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.

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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 followed by a gerund (never followed by the infinitive.) 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 followed by a gerund (never followed by the infinitive.) choice of excuse 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. intention of methods for/of possibility of reason for accustomed to intent on afraid of interested in capable of successful in fond of tired of

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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 verb t Subjec t in possessive verb adjectiv preposition form s d (pronoun/noun) gerun

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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 of my 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 Reading book 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 See Look Watch Examples: Notice Observe. I see him trying to do the best Listen Hear Smell They notice her fighting with her boy Taste Feel friend Keep Touch Hold I hear someone knocking at the door I felt my heart beating.

Eye Ear Nose Tongue Heart Skin

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B. As Adverbial Clause

She keeps me loving her

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 participle phrase is an adjective phrase that starts with a participle. It usually follows the noun (or pronoun) 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

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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 creativethinking, 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 Bar et 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. (Bar et 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 groupdiscussions. 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