Table 4.6 The Errors Classification
Linguistic category and error
type Total number of
errors Items tested
Percentage
at replaced by in
at replaced by on
in replaced by at
in replaced by on
on replaced by at
on replaced by in
136 90
73 88
69 79
425 425
425 425
400 400
32 21.17
17.17 20.70
17.25 19.75
Total 535 1250
The table 4.6 shows the errors made by students in the test. It was obvious that overlap among preposition of place at, in and on often occurs. The highest
frequency of the errors took place in the preposition of place at 32 replaced by preposition of place in and 21.17 replaced by preposition of place on. Preposition
of place in and on seem to be easier for the students in the test since it had the lower frequency of errors.
B. Data Analysis
This section deals with analyzing the data of the research to answer the research problems. Statistical computation was necessarily performed to answer the
first problem of the study. Before going further, the reliability of the test was computed to show that test which was used in the study was reliable.
1. The Reliability of the Test
As it was explained in the previous chapter, the split-half method was used to figure out the reliability of the test in the study. The items of the test were divided
into two equal halves, odd-numbered items and even-numbered items. Then the score of both halves were counted. The Pearson-Product moment formula was used to
determine the correlation between the two sets of score. The result of the coefficient correlation was 0.74 see appendix 2. That was the reliability of the half test. To find
the reliability of the full test, the Spearman-Brown Prophecy formula was used, and the result was 0.85 see appendix 3. According to John W. Best, this result indicates
that the test had high reliability Best 1975:257.
2. Presentation of Descriptive Statistics
To answer the first problem of the study, descriptive statistics are needed. The descriptive analysis provides the scores of the mean, mode, median, range and
standard deviation. Those type of score helps to determine the students’ mastery on the preposition of place at, in and on.
Table 4.7 The Descriptive Analysis No Variables
Score 1
Mean
28.68
2
Median
29
3 Mode
32
4 Range
21
5
Standard Deviation
4.76
Table above shows the descriptive statistics of the test. The average score the mean the students achieved in the test is 28.68. This score shows the students’
mastery on the preposition of place at, in and on. To determine the students’ mastery on the preposition of place at, in and on, academic regulation of Sanata Dharma
University are used as the model. According to the regulation Peraturan Akademik 2002
, there are three measurement systems that can be used to determine the students’ mastery on certain study material. The first is the Sistem Penilaian Acuan
Patokan or PAP Criterion-referenced Systems. This system requires the teacher to
first determine the minimum passing score as the minimum standard of mastery the students must achieve. The second is the Sistem Penilaian Acuan Norma or PAN
Norm-reffering Measurement Systems. In this system, the achievement of one student is compared to that of the others in the group. The last is the Sistem Penilaian
Acuan Kombinasi or PAK Combination-refferenced Systems. In this system, the
students’ or the groups’ achievement is compared to the expected achievement, and then the minimum passing score is determined. The measurement system that is used
suitable with the communicative approach and it is used in Sanata Dharma University is the adjusted criterion-referenced measurement system. This system requires the
teacher to first determine the minimum score as the minimum standard of mastery. According to the regulation of the Sanata Dharma University 2002, the minimum
passing score is 56 of the highest score the students can achieve in the test. The students who achieved 56 of the highest score are included in the category of
sufficient C. The students who achieve less than 56 of the highest score are considered in the category of insufficient. The category of good B and very good
A are determined by the teacher based on the score distribution above the minimum passing score 56.
Referring to the academic regulation above, then the score category that was applied in this study was determined. The highest score the students could achieve in
the test was 50. The 56 of this score was 28. This is the minimum passing score the students should achieve to enter the category sufficient C. If the students could only
achieve less than 28, then they were categorized as insufficient or even fail. The following is the score category.
Score Category
44-50 Very
good 36-43
Good 28-35
Sufficient 21-27
Insufficient 20
Fail
The students’ average score mean score was 28.68 57.36. This score fell on the category of sufficient. It was obvious that the first semester students’ mastery
on the preposition of place at, in and on was considered good according to the academic regulation of Sanata Dharma University. Table 4.8 below presents the
students scores related to the category.
Table 4.8 Students’ Scores Related to the Category Category
Scores Number of Students
Achieving the Category
Very good Good
Sufficient Insufficient
Fail 44-50
36-43 28-35
20-25
20 -
2 17
5 1
The table above shows that most of the students 17 enter category of sufficient. There were six students enter the category of good. There were also five
students enter the category of insufficient. One student entered the category of fail.
3. The Analysis on the Students’ Achievement in Each Prepositions of Place at,
