2007. The researcher asked four questions to each participant. The questions were about students’ opinion in using preposition in their writing, students’
problems or difficulties in producing appropriate preposition, the sources of students’ error in using preposition, and the students’ effort to solve their problem
in using preposition. Those three instruments students’ writing assignments,
questionnaire and interview were triangulated to answer the problem formulations which were mentioned in Chapter I.
D. Data Gathering Technique
In gathering data, the researcher used writing assignments from the students. The researcher carried out
students’ writing assignments from the teacher
’s documents and then analyzed the preposition errors existing in the student’s writing.
The researcher also distributed questionnaires to the students. After the students finished the questionnaire, then, the researcher collected the
questionnaire. Having collected the questionnaire, the researcher checked the students’ answer, and then analyzed the result.
The researcher also gathered the data by conducting interview to some students. Finishing the interview, the researcher analyzed each answer from each
question, then, compiled the result and wrote down the result of each interview into a paragraph.
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E. Data Analysis Technique
In order to answer the problem formulations, there were several steps conducted by the researcher. The first step was check
ing the students’ writing assignments and the answer of the questionnaire and interview. This step was
done after the researcher collected the students’ writing assignments and also after
the students answered the questionnaire and interview. The researcher checked students’ writing assignments one by one based on the topic of the writing. Then,
the writing assignments were classified into four groups based on the number of the sentences which students made in their writing. Group one is writing which
consists of less than five sentences. Group two is writing that consist of six up to fifteen sentences. Group three is writing which consists of sixteen up to twenty
five sentences. Group four is writing which consists of more than twenty six sentences. They were classified into different groups because the
students’ writing assignments varied in terms of the numbers of sentences. It was also related to the
existence of the prepositions which were used by the students in their writing. This grouping was also to avoid misjudge the result in this research. After
classified the writing assignments, the researcher identify the errors in students’
writing assignments using guideline proposed by Dulay 1982. Then, the researcher circled the entire prepositions which were errors in the st
udents’ writing, so that it would
be easier to classify the result. Besides checking students’ writing assignments, in this step the researcher also checked the students’ answer
of the questionnaire and the result of the interview.
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After checking the students’ writing assignments, the researcher, then,
classified the result. The writer conducted this step by classifying the errors based on the form of preposition proposed by Greenbaum and Quirk 1990, such as
place and position, time, direction and motion, and manner, agent, and instrument. The researcher provided a table that contained columns of preposition form, so
that the researcher would be easy to classify the errors by putting them to their column.
The researcher also conducted the same step in classifying the answer of the questionnaire. The researcher checked each question and the same answer of
the students from each question were put into one group. The result of the questionnaire was presented into paragraphs to facilitate the researcher explained
it well. Before checking the result of the interview, the researcher interviewed the
participants one by one first. Meanwhile, the researcher wrote the answers of the participants and then transcribed it. In classifying the result of the interview, the
researcher used the same step. The researcher found the same answer from each question and, then, put it into one group. The result of the interview was also
presented into paragraphs to ease the researcher explained it faster and easier. Having finished classifying the preposition errors, the interview, and the result of
questionnaire, the researcher conducted the third step, the researcher counted the preposition errors, then, counted the result of the interview and the questionnaire
into percentage form.
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The next step was counting the result of the questionnaire. First, the researcher read the answer carefully and classified the same answer into one
group. Then, the researcher counted the percentage of each question by dividing the number of answer one option obtained with the total number of the
respondents and multiplied it with a hundred percent. The formula was written as follows:
Where: P = percentage of each number f = total answer of each number
N = the number of the students After counting the result of the questionnaire, the researcher, then, counted
the result of the interview. The researcher classified the same answer from each number into one group. Then, the researcher counted the percentage
of each question by dividing the number of the same answer from one question with the total number of the respondents and multiplied it with a
hundred percent. The formula was written as follows:
Where: P = percentage of each answer f = total answer of each number
N = the number of the respondents
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F. Research Procedure
