Prepositions of Position Review of Related Literature

considered as lined up, or side by side, for example, “The tug pulled up alongside the tanker”. In addition, preposition “beside” indicates the position of something on one side of a person or thing that has two sides, for example, “He sat beside me yesterday”. Moreover, “between” indicates something on each side of a person or thing that are positioned around a point, for example, “My father sat between us”. The last preposition is “opposite”. It refers to a position of something which directly facing someone or something else, for example, “The museum is just the opposite the post office”. Thus, there are six prepositions that indicate the position of neighboring the point; near, next to, alongside, beside, between, and opposite. In addition, based on Eastwood 2002 in Oxford Guide to English Grammar, there are eight types of prepositions of position: a. At, on, in Preposition at refers to one-dimensional thing. We use it when we see something as a point in space, for example, “There’s someone at the door”. We can also use at+ event in a sentence, such as, “We met at Daphne’s party, didn’t we?”, here, the event is the Daphne`s party. Moreover, at+ building can be used when we are talking about the normal purpose of the building itself, for example in “The Browns are at the theatre”, it means that the Browns are watching the movie. Besides, preposition “at” also can be used for a person’s house or flat, for example, “I had a cup of coffee at Angela’s house”. Secondly, preposition on is two-dimensional. We use it for a surface, for example, “Don’t leave your glass on the floor”. Besides, preposition “on” ✁ is also used for a line, for example, “The house is right on the main road, so it’s a bit noisy”. In addition, “in” is three-dimensional. We use it when we see something as all around, for example, “There was a man sitting in the waiting room”. In comparison to “at”, preposition “in” refers to the building, for example, “It was cold in the library”, which means inside the building, while “at” tends to indicate the activity inside the building, as it is shown in “We were at the library choosing a book”. In general, “in” is used for a country or town and “at” for a smaller place, for example, “We finally arrived in Birmingham” and “We finally arrived at Land’s End”. Besides, “at” can also be used to indicate a town if it is seen as point on a journey, for example, “You have to change trains at Birmingham”. Moreover, “in” can be used for a smaller place if we see it as three-dimensional, for example, “I’ve lived in the village all my life”. b. Above, over, below, and under Some pairs of prepositions of position have similar meaning, such as above-over and below-under. Basically, “above” and “over” have similar meanings, as it is shown in the example, “There was a clock aboveover the entrance”. But, in some cases, we do not normally use “above” to mean horizontal movement and for an area or surface. As it is shown in “The plane flew low over the house” and “Someone had spread a sheet over the body”. Furthermore, “over” is also used to indicate a movement to the other side, or position on the other side of a line, for example, “The horse jumped over the wall”. In addition, “below” and “under” have similarity in meaning. In relation to “above” and “over”, preposition “below” is the opposite of “above”, ✂ ✂ while “under” is the opposite of “over”. We do not normally use “below” for a horizontal movement or for an area or surface, as it is shown in “Mike crawled under the bed in an attempt to hide”. c. Top and bottom “Top” and “on” are included into prepositions which are followed by phrases, such as “onat top of” and “bottom of”. To be more concrete, here are some examples of prepositional phrases: “There’s a monument on top of the hill”; “There’s a monument at the top of the hill”; “The ship sank to the bottom of the sea”. d. Through, across, and along Through is three-dimensional. This preposition is usually used to indicate that someone is going through a tunnel, a doorway, a crowd of people, and so on, as it is shown in the example, “The water flows through the pipe and I looked through the telescope”. Conversely, “across” is two-dimensional. It usually appears in a sentence that indicate someone goes from one side to the other across a surface such as lawn or a playground, or such as a river or a frontier, for example, “You can get across the Channer by ferry”. Sometimes we can use either “through” or “across”, depending on whether we see something as having three or two dimensions, such as, “We walked throughacross the field”. Moreover, we use “along” when we follow a line; we go along a path, a road, a passage, a route, and so on. To be more concrete, the following are the examples of both along and across; “We cruised along the canal for a few miles” and “We walked across the canal by a footbridge”. The first ✄ ☎ sentence indicate that the people sail or go along the canal, while the second one means that they pass through the canal. e. To, towards and up to We use to for a destination, as it is shown in “We’re going to Doncaster”. Meanwhile, “towards” indicates a direction, for example, “We’re going towards Doncaster now. We must have taken a wrong turn”. Moreover, preposition “to” is usually used with verb phrase, such as gocomewalk + up to. It usually expresses movement to a person, for example, “A man came up to me in the street and asked me for money”. f. Near, close, and by Preposition “near” means ‘not far from’ as it is shown in the example, “We live near to the hospital”, which means that they live not far from the hospital. In addition, “near” and “close” can be adverbs in a sentence. For example, “The animals were very tame and they came quite nearclose”. We can also use “nearby” which means ‘not far away’, as it is shown in “There’s a post office near herenearby”. Furthermore, the preposition “by” means ‘at the side of or very near’, for example, “Come and sit by me”. Besides, “by” has similar meaning to “next to” which means ‘directly at the side of’, for example, “We live next to the fish and chip shop”. g. In front of, before, behind, after and opposite. ✆ ✝ When we talk about where something is, we prefer use “in front of” and “behind” to indicate before and after something, as it is shown in “There’s a statue in front of the museum”, it is incorrect to use “before the museum”. Another example is “The car behind us ran into the back of us”, we can not say “the car after us”. These two sentences show that “before” usually means ‘earlier in time’, and “after” means ‘later in time’. In addition, we also use “before” and “after” to talk about what order things come in, as it is shown in the sentences, “J comes before K” and “K comes after J”. Besides, we also use after to talk about someone following or chasing, for example, “The thief ran across the road with a policeman after him”. Preposition “opposite” means ‘on the other side from’. It has almost the same meaning with “in front of”, but “in front of” tends to indicate that something is right before another thing, for example, “Gerald was standing in front of me in the queue” and “Gerald was sitting opposite me at lunch”. These two sentences show the difference use between “in front of” and “opposite”. h. Between and among We use “between” with a small number of items that we see as separate and individual, for example, “The ball went between the player’s legs”. Conversely, “among” suggests a larger number., for example, “I was hoping to spot Marcia among the crowd”. In addition, Ansell 2000 explains the most usual meanings of English prepositions of position. The prepositions are modified into the following table and each meaning of prepositions is illustrated by an example. ✞ ✟ Prepositions Meaning Example Above Higher than; over The plane flew above the clouds. Earlier on a page There is a heading above each diagram. Across From one side to the other We walked across the field. On the other side of There is a store across the street. After In pursuit of The dog ran after the cat. Against Touching; supported by I leaned my bicycle against the wall. At A specific location at 23 Chestnut Street; at the park Before Earlier in a series S comes before T in the alphabet. Behind At the back of The little girl hid behind her mother. Below Lower than The water will turn into ice when the degree is below freezing point. Later on a page Footnotes are provided below the text. Beneath Lower than; below There is still enough natural resources beneath the earth Beside Next to; at the side of I sit beside her in class. Between An intermediate location Toronto lies between Montreal and Vancouver. Intermediate in a series B comes between A and C in the alphabet. By Near There was a house by the sea. Down To a lower position The ball rolled down the hill. Further along He lives down the street. In Place thought of as an area in London; in Europe Within a location in the room; in the building Inside Within They are inside the house. Near Close to near the school; near the ocean On Touching the surface of on the table; on the wall A certain street on South street Outside On the outer side of outside the house Over Above; higher than There are cupboards over the sink. Under Beneath under the desk; under the tree Underneath Below, under underneath the carpet Table 2.1. English Prepositions of Position by Ansell 2000 Thus, there are many types of prepositions of position and each of them has difference function in the context of a sentence. In this study, the researcher classifies the types of prepositions of position, based on the curriculum of KTSP that they have learned in grade 7, which the students must include in their sentences. The prepositions of position are the point itself in, on, higher or lower than a point above, under, and neighboring the point between, beside.

2.2.3 Teaching Prepositions of Position

✠ Basically, learning prepositions of position is a part of learning vocabulary since the learners learn the words, their meanings, and their use in sentences. In this case, they might have learned prepositions of position before, yet they might not understand them well, especially when they still make errors in using them in the context of sentences. In this case, the students will learn prepositions of position and at the same time they also learn vocabulary. In teaching prepositions of position, teachers need media that can help the students in understanding the material. They may get confused in learning the prepositions of position, since there are many kinds of prepositions of position. Each of them has different meaning, yet some pairs of them has similar meaning. Thus, the media of teaching should be able to clearly explain the differences of them. Teaching prepositions of position to young learners is different with teaching prepositions of position to adult. In this research, the subjects are second grade of junior high school students who are still categorized into young learners. They need something interesting as media in learning something, so that the learning teaching process can be more natural and fun. It is assumed that if they enjoy the learning teaching process, they will easily comprehend the material. There, an interesting and appropriate media in teaching prepositions of position is needed.

2.2.4 Media in Teaching Prepositions of Position

Media play very important role in English teaching to help learners in acquiring new concepts, skills, and competence of language. Media can be defined as a tool of teaching that can help teacher in delivering the materials. In the other words, it is something that transfer information from the teacher to the students. ✡ ☛ There are many kinds of media which can be used in the teaching and learning process. According to Brinton 2001, there are two big classifications of media used in the teaching and learning process. Those are non-technical media and technical media. a. Non-technical media Non-technical media can be defined as the media which do not need electricity, technical resource, or funding. These media are low cost, yet they are available everywhere. There are several items that belong to this category, include black board or white board, magnet board, flashcard, board games, photos, and cartoons or line drawings. b. Technical Media Although these forms of media are not low-cost and less friendly use than the non-technical media, yet they deal with a larger degree of psychology reality in that they can bring the outside world in all its complexity into the classroom. In fact, since students in today’s language classes tend to surround themselves with technology in their daily lives, they may grow to expect it in the language classroom as well. There are several items that belongs to this category include recorded player, filmstrip, audiotape player, film projector, TV, computer and OHP. These kinds of media mostly concern with the development of technology. In relation to an interesting teaching of prepositions of position, Scott 2003 provides five basic instructional methods for learning and teaching vocabulary. One of them is Mnemonic instructional method in which the teaching learning process uses visual images. It is assumed that visual images help students to picture the new terminology and to associate them with the meaning. There are ☞ many kinds of visual images, one of them is flashcard. Moreover, flashcards are categorized in non-technical media which is easy to prepare and low cost Brinton, 2001. Thus, this research will use flashcards as media in teaching prepositions of position.

2.2.5 Flashcards

Flashcards refer to a set of card with picture and word in one side which represent a concept of a thing or verbs of action. In this case, the information is about prepositions of position. Eslahcar 2012 defines a flashcard as a cardboard consisting of a word, a sentence, or a simple picture on it. Flashcards are bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study. Flashcards also can be defined as visual aids with colorful picture that attract the students` attention to learn Syarifatus, 2014. Flashcards help the teacher to deliver the material in an interesting way so that the students will not easily get bored. The learning process also can be fun since the teacher can create a game using the flashcards. Besides, the pictures on the flashcards can attract the students to be more focus on the subject they learn. Flashcards can also be used in drills and exercise. By showing flashcards with different picture as media in classroom activities can make the students to understand more and verbalize what the students see. Therefore, indirectly, the use of flashcards can decrease the teacher talk and allow the students more opportunities to reflect and speak. Based on discussed above, it can be taken a general view that flashcards are cards with a word or words, number, or a picture on it for use in the classroom by teacher and students that help to learn and memorize new words.

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