Error Classification The Students’ Achievement in the Whole Test

sufficient C. Meaning to say that the students who achieve the score less than 56 of the highest score is considered to be in the category of insufficient. Furthermore, grades’ category of good B and very good A are determined by the lecturer on the related material based on the score distribution, which is above the minimum passion score 56. Related to the academic regulation which is explained above, then the score category applied to this study was determined. The highest score that the students could achieve throughout the test was 30. Thus, the 56 of this highest score is 19. It reveals that this score is the minimum passing score to be considered in the sufficient category. Meanwhile, the students who achieve the score less than the minimum passing score 19 are considered to be in the insufficient category and automatically fail the test. The score category is provided below: Score Category 27-30 Very good 23-26 Good 19-22 Sufficient 15-18 Insufficient ≤ 14 Fail The mean of the students’ score was 23 73,06 . Considering the category above, it can be summed up that the students’ accuracy level in mastering prepositions for and to reached the category of good. The table provided below displays the students’ achievement in the test according to the category above. Table 4.6 The Students’ Achievement in The Test Score Category Number of Students achieving the category Percentage 27-30 Very Good 8 16,33 23-26 Good 18 36,73 19-22 Sufficient 15 30,61 15-18 Insufficient 8 16,33 ≤ 14 Fail Regarding the table above, it can be concluded that most of the students 18 students 36,73 reach the good category. Whereas there are eight 8 students 16,33 enter the category of very good. Meanwhile, there are fifteen 15 students 30,61 reach the category of sufficient, and the rest of the total students 8 enter the category of insufficient 16,33 . It also can be concluded that there is none of the students who are in the category of fail.

c. The Students’ Achievement Analysis in Each Preposition

This part of the research covers the analysis of the students’ achievement in prepositions for and to. Firstly, the students’ error items of each prepositions were counted. Secondly, the percentage of error items of each prepositions in each part of the test was achieved. The following tables and their explanations show the students’ achievement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.7 The students’ achievement in preposition for Type of Preposition Number of errors Total Number of Errors Total Number of Items Percentage of errors Part A Part B For 113 40 153 686 22,3 Based on the table showed above, the errors that the students produced in the preposition for is quite low, in which it achieves 22,3. It can be determined that from 686 items that were tested, there were only 153 errors. Compared to the preposition to, the preposition for contributes to the easier type of preposition that the students are familiar with and lower percentage of errors. Table 4.8 The students’ achievement in preposition to Type of Preposition Number of errors Total Number of Errors Total Number of Items Percentage of errors Part A Part B To 151 105 256 833 30,7 It can be concluded through the table above that the students’ achievement in the preposition to is relatively low. There were 256 numbers of errors that the students made from the total number of items of preposition to 833. It also can be seen that the percentage of the errors were 30,7. Among the preposition for, preposition to contributes to more difficult type of preposition and quite harder to apply in a sentence than preposition for.