73 seeing the data above, it could be concluded that there were quite many students
in this test who were still confused about the use of preposition on indicating place, especially preposition on, which indicates a certain location or area.
f. Students’ Mastery of Preposition on Indicating Time
In this part of discussion, the researcher presents the students’ mastery of preposition on indicating time based on the test results. The illustration of
students’ errors in using preposition on indicating time could be seen in Table 4.12.
Table 4.12 Students’ Mastery of Preposition on Indicating Time
Item Number
Number of Students Obtaining Correct
Answers Number of Students
Obtaining Incorrect
Answers Part 1
2 11
19 23
24
Part 2
3
Part 1
52 85.2 54 88.5
25 41 48 78.7
38 62.3
Part 2
54 88.5
Part 1
9 14.8 7 11.5
36 59 13 21.3
23 37.7
Part 2
7 11.5
Table 4.12 shows there were only few students who made errors in almost all items investigating preposition on indicating time. The easiest test item for the
students fell on Part 1 number 11 and Part 2 number 3. These items were the easiest items for the students because there were only seven students 11.5 who
failed to answer these items correctly. Meanwhile, there were three items of the test, which were considered easy for the students who took this test. These items
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74 were items numbers 2, 23, and 24 of Part 1. In this part, there were only nine
students 14.8 who failed to answer item number 2 correctly, there were thirteen students 21.3 who failed to answer item number 23 correctly, and in
number 24, there were twenty three students 37.7 who failed to answer this item correctly. Based on the data in Table 4.13, we could also see that item
number 19 was the most difficult item in this part for most of the students. There were thirty six students 59 who failed to answer this item correctly. They
tended to answer this item with preposition in. Then, by seeing the data above, it could be concluded that most of the students who became the respondents of this
test were not confused about the use of preposition on indicating time since they could answer most of the test items in this part correctly. The students’ mastery of
preposition on is illustrated in Table 4.13.
Table 4.13 Students’ Mastery of Preposition on
Preposition Item
Number Number of Students
Obtaining Correct Answers Number of Students
Obtaining Incorrect
Answers
On indicating
place
On indicating
time
Part 1
9 12
18 21
27
Part 2
6
Part 1
2 11
19 23
24
Part 2
3
Part 1
46 12
55
9 17
Part 2
47
Part 1
52 54
25 48
38
Part 2
54
Part 1
15 49
6 52
44
Part 2
14
Part 1
9 7
36 13
23
Part 2
7
Total 457
275
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75 The percentage of students’ achievement in preposition on was 62.4. This
preposition reached the highest percentage of students’ achievement among prepositions at, in, and on. It means preposition on was the easiest preposition
among those three prepositions for the respondents of the test. This percentage revealed that the students’ ability in using preposition on was on the level of
sufficient. Although it reached the minimum standard of mastery, which is 56, but the percentage of students’ achievement in this preposition was not gratifying
yet because it was still far from the level of good. It showed the fact that the students still need to improve their mastery on this preposition.
By reading the discussions and seeing the tables consisting of students’ achievement in each of prepositions at, in, and on above, it could be seen that
preposition at was the most problematic preposition among those three prepositions for the respondents of the test. The percentage of students’
achievement in this preposition was 57, which became the lowest percentage among prepositions at, in, and on. The highest percentage of students’
achievement in those three prepositions fell on preposition on. The percentage of students’ achievement in this preposition was 62.4. Since this preposition
obtained the highest percentage of students’ achievement among prepositions at, in, and on, it means this preposition was the easiest one for most of the
respondents of the test.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
B. The Possible Factors Which Cause the Students’ Errors in Using
Prepositions at, in, and on 1.
Data Presentation
In this section, the researcher analyzed the possible factors which cause the students’ errors in using prepositions at, in, and on. There were two kinds of
research instrument which were used to analyze the possible factors which cause the students’ errors in using those three prepositions, namely a questionnaire and
an interview. The researcher used a questionnaire and an interview to answer the second research question because she would like to make a cross-checking
between the data obtained from the questionnaire and the interview. Therefore, the data would be more detailed and valid. The data presentation from both
instruments are discussed as follows.
a. Data Presentation Based on the Questionnaire
In this section, the researcher would like to present the data analysis based on the questionnaire to answer the second research question of this study. As it
could be seen in Appendix 3, which shows the blueprint of the questionnaire, there were four aspects that the researcher would like to unveil from the students
related to the internal factors which cause their errors in using prepositions at, in, and on. Those aspects were about the students’ perception of prepositions at, in,
and on indicating time and place, the students’ motivation to learn prepositions at, in, and on, the students’ actions when they find difficulty in using prepositions at,
in, and on, and the students’ considerations underlying their choice of using prepositions at, in, and on. Meanwhile, there were three aspects in this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
