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1. The Fifth Semester Students’ Mastery of Prepositions at, in, and on
Based on the test results discussed in Chapter IV, the researcher concluded that the mastery of prepositions at, in, and on among the fifth semester students of
the English Language Education Study Program was included in the category of sufficient. This category was based on the Academic Regulation of Sanata
Dharma University, where the minimum standard of the mastery was 56 of the maximum achievement. It meant that the students who achieve 56 of the highest
score were classified into the category of sufficient. Since the Mean score of the test result was 59.4, it could be concluded that the mastery of prepositions at, in,
and on among the fifth semester students of the English Language Education Study Program was included in the category of sufficient. By seeing the results of
the test showing the students’ mastery in each type of prepositions at, in, and on, it could be seen that the percentage of students’ achievement in preposition at was
57. Meanwhile, the percentage of students’ achievement in preposition in was 60.1 and the percentage of students’ achievement in preposition on was 62.4.
Although their mastery of prepositions at, in, and on included in the category of sufficient, the fifth semester students’ mastery of these prepositions
was still far from good category. It could be seen from the test results that most of the fifth semester students who became the respondents of this research still faced
difficulty in using prepositions at, in, and on. It was found out that most of the students were still confused in choosing the correct prepositions among at, in, and
on to be used in a sentence. The students often made errors in choosing the appropriate prepositions among at, in, or on to be the answer in the test. This
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91 implied that the students had not had enough knowledge of the uses of these
prepositions. The errors mainly occurred in Part 1 of the test, where the students were required to fill the blank in each test item by choosing the appropriate
prepositions among at, in, or on. In Part 2 of the test, which was translation part, the students had problems in
translating Indonesian prepositions pada and di into English by using prepositions at, in, or on. They made errors in using prepositions at, in, and on to translate
Indonesian prepositions di and pada. Their difficulty was caused by the similarity of the uses of Indonesian prepositions pada and di. Besides, the concepts of
prepositions di, pada, dalam, and di atas as prepositions indicating place and time in Indonesian were different from the concepts of prepositions at, in, and on
indicating time and place. As a result, most of the students tended to choose preposition at in translating Indonesian prepositions pada and di. Meanwhile, to
translate preposition of place dalam or di dalam, the students used preposition in, and to translate preposition of place di atas, they tended to use preposition on.
2. The Possible Factors Which Cause the Students’ Errors in Using Prepositions at, in, and on
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