An analysis students’ error on preposition in English writing : A case study at the first grade of SMP Muhammadiyah 35 Jakarta

By BUDIANSYAH

208014000032

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

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SMPMUHAMMADIYAH 35 JAKARTA. Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.

Keyword : Analysis, Grammatical Error on preposition.

The objectives of the research were to know the kinds of grammatical error on preposition and the causes of error in English writing that most commonly made by the second grade students of SMP Muhammadiyah 35 Kebayoran lama Jakarta. The method used in this study was descriptive analysis or qualitative method by using formula: P = F/N. It was conducted as following procedures: collecting data from the students, classifying them into the grammatical errors on preposition, describing errors, interpreting data and the last concluding the result of the study. The data were collected through descriptive in English writing text test by the theme based on the things which they are interested in. In this research, the researcher took the purposive clustering sample technique with the total population was 97 students but he used only VII C as the respondents with 28 students.

The research findings showed that the most common error which most students made is using misformation; its frequency is 307 errors or 81%. Then the second commonest error is misordering with 44 or 16%. The third error is 24 errors or 6% from omission, 2 errors or 1% from addition. It can be concluded that most of the first grade students of SMP 35 Kebayoran lama Jakarta got the wrong in misformation, misordering, omission and addition in English writing on preposition. The reason why they made errors is because by target language. Some rules of the target language make the learners fail to distinct each other’s. It means that the most common error that the students made is derived from intralingual transfer.

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SMPMUHAMMADIYAH 35JAKARTA. Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.

Kata Kunci : Analysis, Grammatical Error on preposition.

Penelitian ini bertujuan mengetahui jenis dan penyebab kesalahan grammar dalam preposition yang banyak dilakukan oleh siswa kelas VII C SMP Muhammadiyah 35 Jakarta. Metode penelitian ini adalah deskriptif analisis/ metode qualitatif dengan menggunakan rumus: P = F/N. Data diambil dari hasil tes siswa dengan mengikuti prosedur pada metode tersebut yaitu menghimpun data siswa, menganalisanya, mendeskripsikan kesalahan yang terdapat pada tulisan siswa pada preposition, kemudian mengambil langkah interpretasi data dan langkah terakhir menyimpulkan hasil penelitian ini. Dalam penelitian ini, peneliti menggunakan teknik purposive clustering sample dengan total populasi 97 siswa, tetapi hanya kelas VII C yang berjumlah 28 siswa yang diambil sebagai sampel. Dalam mengumpulkan data, peneliti memberikan tes dalam bentuk teks, yaitu membuat soal preposition yang mereka sukai.

Hasilnya menunjukkan bahwa kesalahan yang paling banyak adalah salah formasi yaitu sebanyak 307 kesalahan atau 82%. Kemudian yang kedua adalah salah penempatan kata yaitu sebanyak 44 kesalahan atau 16%. Kesalahan ketiga terdapat pada penghilangan kata yaitu sebanyak 24 kesalahan atau 6% dan Ada 2 kesalahan penambahan kata atau 1%. Hasil penelitian ini, dapat disimpulkan bahwa kebanyakan siswa kelas VII C SMP Muhammadiyah 35 Jakarta banyak membuat kesalahan pada formasi, salah penempatan, penghilangan kata dan penambahan kata dalam penulisan pada preposisi. Alasan mengapa mereka membuat kesalahan tersebut karena mereka sulit membedakan antara bahasa ibu dengan target language yang memiliki banyak pola (rules). Dapat disimpulkan bahwa penyebab kesalahan yang paling umum dilakukan oleh siswa adalahintralingual transfer.

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lot of ideas, therefore, he can complete this “Skripsi”. Peace and blessing be upon the prophet Muhammad, his families, his companions and his followers.

The researcher presents this “Skripsi” to Department of English Education of Tarbiyah and Teachers’ Training Faculty UIN SyarifHidayatullah Jakarta as a partial fulfillment of the requirement for sarjana degree (S1). This work could not be completed without a great deal of help from many people, especially Dr. Ratna Sari Dewi, M.Pd., and Neneng Sunengsih, M. Pd.

,

advisors who always guide and suggest the researcherfor making a “Skripsi”, from the beginning until the end.

In this occasion, the researcher would like to express the great honor, his beloved parents, H. Didin and Nur Alpiah, who always give support and motivation to finish the “Skripsi”.

The researcher also would like to convey her sincerest gratitude and acknowledgement to:

1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Tarbiyah and Teachers’Training Syarif Hidayatullah State Islamic University Jakarta.

2. All lecturers in English Education Department who have taught the researcher during her study in Islamic State University.

3. Dr. Alek, M.Pd., the head of English Education Department.

4. Mr. Zaharil, M. Hum., the Secretary of Department of English Education. 5. His beloved brother and sister for their helps and supports.

6. The researcher friends who have given the researcher a lovely friendship.

7. The researcher classmate PBI A Non Regular 2008 who have given the researcher great supports and motivations.

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from being perfect. It is a pleasure for his to receive constructive critics and suggestion from anyone who reads his“Skripsi”.

Jakarta, July 6, 2015

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ABSTRACK... ii

ACKNOWLEDGEMENT... iii

TABLE OF CONTENTS... v

LIST OF TABLES... vii

LIST OF FIGURE... viii

LIST OF APPENDICES ... ix

CHAPTER I. INTRODUCTION... 1

A. Background of the Research... 1

B. Focus of the Research... 3

C. Questions of the Research ... 3

D. Objectives of the Research ... 3

E. Significances of the Research ... 4

CHAPTER II. THEORETICAL FRAMEWORK... 5

A. The General Concept of Error Analysis ... 5

1. The Definition of Error ... 6

2. The Sources or Cause of Error ... 7

3. The Definition of Error Analysis ... 9

4. The Procedures of Analyzing Error ... 11

B. The General Concept of Preposition ... 20

1. The Definition of Preposition ... 20

2. Types of Preposition ... 21

3. Function of Preposition ... 27

CHAPTER III. RESEARCH METHODOLOGY... 28

A. Method of The research... 28

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F. Data Analysis Technique... 30

G. The Validity of Test ... 30

CHAPTER IV. FINDING AND INTERPRETATION... 32

A. FINDING ... 32

1. Data Description... 32

2. Data Analysis ... 34

B. INTERPRETATION ... 86

CHAPTER V. CONCLUSION AND SUGGESTION... 87

A. Conclusion ... 87

B. Suggestion ... 87

REFERENCES ... 89

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Table 2.2 The Examples ofAddition Errors ……….…… 13

Table 2.3 The Examples of Misformation Errors ……….……. 14

Table 2.4 The Examples of Misordering Errors……… 14

Table 3.1 The Test Item Scheme ………. 29

Table 4.1 The Distribution of Preposition Tests Items…………..…… 32

Table 4.2The Recapitulation of Student’s Error ………... 34

Table 4.3The Recapitulation of Classifications of Student’s Error….... 78

Table 4.4 The Recapitulation of Error Kinds……… 80

Table 4.5The Recapitulation of Causes of Student’s Error... 82

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ix

The Result of English Teacher Interview ………. 1B

Interview Guide for Student ………. 2A

The Result of Students’ Interview ……… 2B

The TestInstrument ………. 3

The Answer key of Instrument Test ………. 4

The Students’ Score of the Test ………... 5

The Result of Students’ Answer sheet……….. 6

Surat Permohonan IzinPenelitian……….... 7

Surat Keterangan Telah Melaksanakan Penelitian……… 8

Kisi-kisi Penyusunan Soal ... 9

Foto-Foto Murid………... 10

Silabus and RPP……… 11

1 A. Background of the Research

There are two ways of how people use a language to communicate with other people, orally and writtenly. When people use the language orally, they produce the language by using their own speaking ability. On the other hand, when people use the written one, they produce it by printing the words or symbols. However, to be able to communicate with other people from different countries, we need an international language such as English.

In fact, in Indonesia, English is considered as a compulsory subject at formal education from Junior High School up to College level. At those levels, including in Senior High School, when students learn English, they are expected to be able to master four language skills. Those are listening, speaking, reading, and writing.

In writing skills, to write the ideas meaningfully, the students have to understand how to produce a text communicatively and accurately. However, recently many studies found that students often make inaccurate writings, so it causes ambiguity, misunderstanding, and in comprehensible meaning to the reader. Nevertheless, the students have to master language to write an accurate writing. One of them is grammar. It can be concluded that grammar is useful in constructing accurate sentences to avoid misunderstanding, incomprehensible message and ambiguity.

Nevertheless, grammar has a large limitation, and preposition is included in it. prepositionis a usefullittle word”1. Preposition is a word or group of word such as in, from, to, out, of, on behalf of”2. Although preposition is only a little word or a group of word, preposition has important role in a sentence. With preposition we can see the link between other words in the sentence. For the 1_{John E. Warriner,Warriner’s English Grammar andComposition, (New York : Harcout}

Brace Javanovich, Inc., 1982), p. 71

2_{A S Homby}

, Oxford Advanced Learner’s Dictionary of current English, (New York : Oxford University Press, 1987), p. 996

example, the sentence “he lives Jakarta” will have a meaning if it link with “in”. Look at the sentence “He lives in Jakarta” has a meaning the place that he lives is Jakarta. In the other word the main role of the preposition is to indicate the relatioship between words in a sentence . it made us easier to understand the meaning of the sentence. Accourding to Marcella Frank there are many kind of preposition. The types of preposition as follows : Physical Relationship and other semantic relationship. In the physical relationship are three kinds of preposition; preposition of time, preposition of place and preosition of direction. And other semantic relationship are; preposition of couse or reasion, preposition of cocession, preposition of condition, preposition of purpose, preposition of accompaniment, addition, comparison, degree, instrument, means, manner, in the capacity of, material, source, seperation, possession or origin, partision, apposition, characterized by, arithmetical function, exception, reference, and example3.

This idea is also supported by the researcher’s experience in teaching such topic in his PPKT (Praktek Profesi Keguruan Terpadu) in one of the junior high schools in Tangerang. The researcher taught preposition of place material to the eighth grade students as a repetition since it had been taught when they were at the seventh grade. The researcher interviewed the English teacher when the teacher gave a test about preposition, some students made mistakes on writing and understanding of preposition, especially in using place, time and direction. Notice these common errors that the students did in formative test:

- “Saya melihat ia di hari sabtu”becomes “I saw him Saturday.” - “Atap di atas lantai”becomes“the ceiling is on the floor.”

Those sentences are grammatically incorrect. Both of them are influenced by the students’ native language. The error of the first sentence is the omission of “on”. The students are still influenced by their native and translate it into English directly without paying anyattention to use “on”. It should be revised to become

3_{Marcella Frank,}

“I saw him on Saturday”. The error of the second sentence is use “on”. It should be revised to become“the ceiling is above the floor”.

The above reasons stimulate the researcher to analyze such errors produced by students. To be more specific, the researcher practically identifies the errors that the students made on preposition in English writing.

Based on the explanation above, the researcher intends to analyze students’ errors on preposition. Therefore, he chooses a title “AN ANALYSIS STUDENTS’ ERROR ON PREPOSITIONIN ENGLISH WRITING” (A Case Study at the first Grade of SMP Muhammadiyah 35 kebayoran lama)”.

B. Focus of the Research

In order to prevent a misunderstanding and to clarify the problem based on the background of the research, the researcher focuses the study onthe error made by students on Preposition in English Writing, at SMP Muhammadiyah 35 kebayoran lama, in the First Grade students class.

C. Questions of the Research

Furthermore, the researcher formulates the research question as follows: 1. What types of error are made by the First Grade students of class of SMP

Muhammadiyah 35 kebayoran lamaonPreposition in English writing?

2. What causes of error are made by the First Grade students of class of SMP Muhammadiyah 35 kebayoran lamaonPreposition in English writing?

D. Objectives of the Research

In line with the research questions above, the objectives of the research are:

1. To find the types of error made by the First Grade students ofclass of SMP Muhammadiyah 35 kebayoran lamaonPreposition in English writing.

2. To find the causes of error made by the First Grade students of class of SMP Muhammadiyah 35 kebayoran lamaonPreposition in English writing.

E. Significance of the research

This research was conducted to analyze the grammatical error types produced by the students on preposition towards their language learning. The contributions of the study are conveyed to:

1. Students

The findings of the present study may encourage the students to produce preposition correctly and enhance their English proficiency; they are also expected to be able to identify their error and to avoid the error or mistake in the future.

2. Teacher

It is expected to be useful information for the teacher so that they will know how far the students comprehend the preposition and the errors made. It also enables the teacher to do some evaluation to improve their teaching techniques, and to develop teaching materials effectively.

3. Further Researcher

It can be used as basic information for further studies preposition in English.

4. Researcher particularly and readers broadly who are concerned with this paper It is as one of the resources which can enhance their perception and knowledge in studyingpreposition.

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A. The Gener al Concept of Er r or Analysis

In acquiring the foreign language, the learners may do some errors or mistakes as Dulay and Burt on Richards’ book, Error Analysis: Perspectives on Second Language Acquisition, stated, “You can’t learn without goofing”.1 They view the error as a natural product of the process of second language learning. It means that the students as the learners may produce many forms which would not be produced by a native speaker of the standard form of the target language.

Erdogan has also the same thought with Dulay and Burt about error. He said, “It is inevitable that learners makes mistake in the process of foreign language learning.”2 And Erdogan explains in the 60’s, some linguists claimed errors were caused by the interference of mother tongue. It means the treatment of errors at the time, contrastive analysis in this case, only suspect that the persistence of mother tongue as the cause. As Erdogan continues, with the view of error analysis, it was not only the interference of mother tongue as the cause of errors, but also the learning strategies of the target language. Error analysis has proved what contrastive analysis did not predict by mentioning the target language may also be the cause of errors.

Furthermore, Dulay, Burt, and Krashen stated, “Errors are flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature of language performance”.3

Still in the view of foreign language learning, linguist experts give various definitions of error analysis such as Brown defined, “Errors can be observed, analyzed, and classified to reveal something of the system operating within the

1_{Jack C. Richards,Error Analysis: Perspectives on Second Language Acquisition, (London:}

Longman,1974), p. 95.

2

Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching,Mersin University Journal of the Faculty of Education, 1(2), 2005, pp. 261—270.

3_{Heidi Dulay, et al.,}

learner, led to a surge of study of learners’ error”4. In other words, the study of error is a part of investigation of the process of language learning.

Corder also assumed that error analysis, branch of applied linguist activity, has two functions, theoretical and practical aspect. Theoretically, it is used to investigate the language learning process. However, practically, it is used to guide the remedial action.5

Moreover, Richards stated, “the field of error analysis may be defined as dealing with the differences between the way people learning a language speak and the way adult native speakers of the language use the language”.6 In other words, it is about the differences of how the native and non-native speaker use or deliver the messages in which its differences should be analyzed to overcome learners’ errors.

From those opinions, the researcher concludes that error analysis is the deviation or unwanted form made by the learners because they do not understand the rules of the target language, and the error analysis is defined as the study of learners’ error. In addition, the researcher considers the errors as a language systemreflecting the learners’ knowledge, and realizes that by learning the errors the learners will improve their own ability in acquiring the language, because the error actually is a part of learning and learners’ strategies used to learn the foreign language. In other words, it is a language learning process providing the learners a valuable insight in it.

1. The Definition of Er r or

In order to analyze learner’s language in a proper perspective, it is important to distinct between mistakes and errors. Errors and mistakes are the two synonyms, that a little bit have same meaning, but in learning language, these words have different in meaning. There are various definitions of errors and

4_{Douglas Brown,}

Principles of Language Learning and Teaching, 5thed., (United States: San Francisco State University, 2007), p. 259.

5

S. P. Corder,Error Analysis and Interlanguage, (Great Britain: Oxford University Press, 1981), p. 45.

6_{Jack C. Richards, Error Analysis and Second Language Strategies,}

language Science, 17, 1971, p. 3.

mistakes that have been presented by linguist. However, basically those definitions have same meaning while the difference lies only on the way they formulate it.

According to Richard mistake is made by a learner when writing or speaking is caused of lack of attention, fatigue, carelessness, or other aspect of performance.7 Then, Brown states that mistakes refer to deviations due to performance error that it is a deviance to utilize a known system correctly, and it is caused by temporary lapses of memory, confusion, slips of the tongue and so on and it can be self-corrected.8

From the explanation above, the researcher can infer that mistake is a deviance which occur because the learner tend to be careless in applying the knowledge or the rules that he/she actually knows and this deviance can be corrected by himself/herself either by giving sufficient prompt or without giving prompt from the teacher. In other words, an error is made by a learner because of lacking ability of the target language. The researcher can give conclusion to distinguish between error and mistake; the first way is by checking the consistency of learner’s task or performance. If she/he sometimes uses the correct form and sometimes the wrong one, it is a mistake. However, if she/he always uses the incorrect form, it is an error. The second is by letting learner to try to correct his own deviant. If she/he is unable to correct it, the deviation is error, but is she/he is successful, it is a mistake.

2. The Sour ces or Causes of Er r or s

One aim of analyzing students’ errors it to know what cause which influence students’ errors. So, before analyzing it, theresearcher should know the cause of errors. However, there are two terms in discussing this; they are ‘sources of error’ by Brown and ‘causes of error’ by Richard. Then, it does not need to

7_{Jack C. Richards,Error Analysis: Perpective oc Second Language Axquisition,(London:}

Longman Group, Ltd., 1985), p. 95.

8_{H. Douglas Brown,}

Principles of Language Learning and Teaching, 5th edition, (New York: Pearson Education, 2006), p. 257.

confuse about these terms because basically these terms have same meaning while the difference lies only on the way they formulate it.

Errors in learning and performing target language cannot be avoided. One of sources of errors is the rules of students’ language are different to the target language. Brown mentions that errors are caused by some following factors it interlingual transfer, intralingual transfer, context of learning, and communication strategies:9

1. Interlingual transfer is the interference of the first language. Since the target language system is still unfamiliar, so that the first language becomes the only previous linguistic system that the learner can refer. 2. Intralingual transfer is the source of errors caused by the influence of

target language rules.

3. Context of learning is the source of errors caused by the learners’ misinterpretation of the teacher’s explanation and textbook or an inappropriate pattern contextualization.

4. Communication strategies were related to learning style. Learners usually try an effort to cross their message, but sometimes it can be error.

Richards also mentions some causes of developmental errors is overgeneralization, ignorance of rule restrictions, incomplete application of rules, and false concepts hypothesized.10

1. Overgeneralization it happens when the students apply the previous rule that they learned before to another pattern that has a different rule.

2. Ignorance of Rule Restrictions It is still closely related to generalization, which students fail to apply rules to where they do not apply.

3. Incomplete Application of Rules is the structures occur as the representation of development of the rules required to make acceptable utterances.

9_Brown,

op. cit.,p. 263.

10_{Jack C. Richards, A Non-Contrastive Approach to Error Analysis,}

International Center for Research on Bilingualism, Laval University,1970, pp. 8-14.

4. False Concepts Hypothesizedis the faulty comprehension of distinctions in the target language causes developmental errors.

James also gives the four major categories of errors and the sources, which are interlingual, intralingual, induced error, and compound and ambiguous:11

1. Interlingual, errors are caused by mother tongue interference. The persistence of the first language influences the learners in using the target language.

2. Intralingual, errors are caused by target language. Some rules of the target language make the learners fail to distinct each other’s.

3. Induced Error, errors are caused by material-induced error, teacher-talk induced error, exercise-based induced error, errors induced by pedagogical priorities, look-up errors.

4. Compound and ambiguous, a lexical and phonological causes.

It has been assumed that errors as being caused only by the interference of the first language. However, some linguists above have explained that the target language and other sources may cause errors as well.

3. The Definition of Er r or Analysis

In learning language process, making error is unavoidable for a learner because error is natural part of language learning. Student cannot learn a language without first systematically committing errors, and a study of students’ errors is part of the systematic study of the students’ language.

According to Dulay, studying students’ errors serves two major purposes is providing data that can be used to make the nature of the language learning process and giving some hints to the teachers and curriculum developers which types of error that prevent the learners to communicate effectively.12

11_{Carl James,}

Errors in Language and Use: Exploring Error Analysis,(London: Longman, 1998), pp. 179-200.

12_{Heidi Dulay}

It is important to investigate the errors that students made in order to enable the learners to communicate effectively and to prevent the learners to make the same errors.

Brown claims, “learning is fundamentally a process that involves the making of mistakes, misjudgments, miscalculations, and erroneous assumptions form an important of aspect learning virtually any skill or acquiring information13”. It means that errors or mistakes are inevitable. In learning language, errors and mistakes are considered as the part of process in acquiring the target language.

It is clearly different from Contrastive Analysis (CA) that making comparison between the first language and the target language. Error Analysis focuses the errors by making comparison between the target language and the target language itself.

As Dulay states “the Error Analysis (EA) movement can be characterized as an attempt to account for learners’ errors that could not be explained or predicted by Contrastive Analysis (CA) or behaviorist theory, and to bring the field of applied linguistic into step with the current climate of theoretical opinion14”. Error Analysis has shown up to criticize what Contrastive Analysis.

Corder claims that Error Analysis (EA) has two functions; theoretical and practical.15

a. The theoretical aspect of error analysis is the methodology applied to investigate the process of teaching learning.

b. The practical aspect of error analysis has a function in building the remedial action.

Rephrasing what Corder mentions above, Error Analysis (EA) has given a contribution to language teaching learning at both theoretical and practical aspects, and it enables teachers to find out the sources of error and to deal against them.

13_{Brown,op. cit.,p. 257.} 14_Dulay,

op. cit.,p. 141.

15_{S. P. Corder,}

Error Analysis and Interlanguage,(New York: Oxford University Press, 1981), p. 45.

4. The Pr ocedur es of Analyzing Er r or s

In analyzing learners’ errors the researcher should do the procedures in conducting an error analysis. Ellis provides five steps which are originally proposed by Corder, they are: collecting of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors.16The following section will clarify these five steps.

a. Collecting of a Sample of Learner Language

Collecting a sample of learner language provides the data for the error analysis. The researcher needs to be aware that the nature of the sample being researched may influence the nature and distribution of the errors observed. The nature and quantity of errors is likely to vary depending on whether the data consist of natural, spontaneous language use or careful, elicited language use. However, students often do not produce much spontaneous data, which guide Corder distinguished two kinds of elicitation. Clinical elicitation involves getting the informant to produce data of any sort, composition. Experimental elicitation involves the use of special instruments designed to elicit data containing the linguist features which the researcher wishes to investigate.17

Furthermore, based on those explanations, the researcher uses the experimental elicitation language data to analyze students’ errors. In order words, the researcher uses students’ writing, especially in using degrees of comparison, to investigate or analyze students’ errors

b. Identification of Errors

The identification of errors involves a comparison of what the student has produced with what he/she intended to express. In other words, we compare his/her erroneous utterance with what a native speaker would produce in the same context. We identify errors by comparing original utterances with what corder calls reconstructed utterances, that is, correct utterances having the meaning intended by the student.18

16_{Rod Ellis,The Study of Second Language Acquisition,(Oxford: Oxford University Press,}

2008), p. 46.

17_Ellis

, op. cit.,p. 37.

18 Ibid.

The reconstructed utterance is based on our interpretation of what the students was trying to say. The problem is that we do not know what construction the learner intended. For that reason, corder suggests solution depending on whether we have access to the students or not. Firstly, if the students present we can ask them what they intended to say to make authoritative reconstruction, it called authoritative interpretation. Then, if the students are not available for consultant, we have to attempt an interpretation of their utterances base on its form and its linguistic and situational context.19

Since the point of this study is analyzing the students’ errors on the form and the usage of degrees of comparison, it is not difficult to interpret what the students want to express in their writing. So, the researcher focuses on the transformations of the adjectives in making comparative or superlative degree.

Moreover, many issues arise in identifying students’ errors; one of them is whether a distinction should be made between errors and mistake. In fact, the researcher has explained the definitions about errors and mistakes in the previous session; although, she will give more explanations about the differences between them. Errors arise as a result of lack of knowledge, besides mistakes arise as a result of memory limitations, competing plans, and lack of automaticity. Corder argues that errors analysis should be restricted to the study of errors, and mistakes should be eliminated from the analysis.20

c. Description of Errors

In analyzing learners’ errors, some linguist makes some classifications of errors. Here are four categories Dulay, Burt, and Krashen classified omission, addition, misformation and misordering.21

Firstly, omission errors occur when an element of the sentence that should be presented is omitted or by the absence of an item that must appear in a well-formed utterance, and it often occurs in form of morphemes. There are two main types of morphemes: lexical morphemes and grammatical morphemes. Lexical morphemes consist of referential meaning of the sentence such as noun, verb,

19

Ibid., pp. 37-38.

20_Ellis,

op. cit., p. 48.

21_Dulay,

adjective, adverb in the sentence. However, grammatical morphemes, include noun and verb inflections, plays a minor role in conveying the meaning of the sentence.

Table 2.1

The Examples ofOmissionErrors

Classifications Error Recognition Error Reconstruction Omission of subject *Must ^ write also your

name on this form?

Must I write also your name on this form? Omission of auxiliary *I not crying. I am not crying.

Omission of regular past tense -ed

*A strange thing happen^ to me yesterday.

A strange thing

happened to yesterday. Omission of preposition:

(to)

*I want to go ^ New York I want to go to New

York

Omission of Progressive -ing

*I am play ^ with it I am playing with it

Note: - Symbol ^ isomission

- The bold printed sentences are adopted from Dulay, et al.

Secondly, addition errors are the opposite of omission errors. It is a phenomenon in which a certain aspect of language rules is added into a correct order (correct sentence). In order words, some elements are presented in which it should not be presented.

Table 2.2

The Examples ofAdditionErrors

Classification Error Recognition Error Reconstruction Addition of plural (s) *The books is here The book is here. Addition of present

indicative (s)

*John doesn’t like_{s it} John doesn’t like it Addition of direct object

(the hat)

*We took it away the hat We took it away

Addition of auxiliary (did)

*John wasn’t did swimming

John wasn’t swimming

Addition of regular past (ed)

*Ididn’t played with it I didn’t play with it

Note: -The underlined letter or word isaddition

Thirdly,misformationerrors are characterized by the use of the wrong form of the morpheme or structure. In other words, the error of using one grammatical form in the place of another grammatical form or the learner supplies something, although it is incorrect.

Table 2.3

The Examples ofMisformationErrors

Classification Error Recognition Error Reconstruction Misformation of regular

past (falled)

*I falled down I fell down

Misformation of auxiliary (did)

*What did you doing at 8 o’clock?

What were you doing at 8 o’clock?

Misformation of preposistion (at)

*Daddy took me at the train

Daddy took me to the train

Misformation of reflexive pronoun (hisself)

*He is licking hisself He is licking himself

Misformation of indefinite article (an)

*it is an book It is a book

Note: - The underlined word ismisformation

- The bold printed sentences are adopted from Dulay, et al.

Finally, misordering errors occur when a sentence which its order is incorrect. The sentence can be right in presented elements, but wrongly sequenced.

Table 2.4

The Example ofMisorderingErrors

Classification Error Recognition Error Reconstruction Misordering of verb Be

(is) in simple question

*What this is? What is this?

Misordering of forming noun phrase

*He is my friend best He is my best friend

Misordering of

pronunciation or spelling

*Fignisicant Significant

Misordering of negative *I was playing not guitar I was not playing guitar Misordering of adverb *I eat sometimes candy I eat candy sometimes

Note: - The underlined word ismisfordering

- The bold printed sentences are adopted from Dulay, et al.

d. Explanation of Errors

Ellis maintains that explaining the cause of errors is the most important for a research as it involves an attempt to establish the process responsible for second language acquisition.22

Hubbard, et al., said that there are three major causes of errors, they are mother tongue interference, overgeneralization, and errors encouraged by teaching material or method.23

a. Mother Tongue Interference

Mother tongue interference is the result of language transfer caused by learners’ first language or the transfer of grammatical elements from learners’ mother tongue to the target language such as at morphological level; Indonesian students tend to omit the plural suffix at the end of the word. For example, *two studentinstead of*two students

b. Overgeneralization

Overgeneralization is the result of faulty or partial learning of the target language. In other words, it is caused by learner creates a deviant structure based on his own experience of other structure in target language. The learner tended to use two tense markers at the same time in one sentence since they have not mastered the language yet. For example, When they say*He is comes here, it is because the singularity of the third person requires /is/ in present progressive tense and /-s/ at the end of the main verb in present simple tense. Another example,*she drinked all the lemonade.It is because of the use of suffix /-ed/ for all verbs in formingpast tense.

c. Errors Encouraged by Teaching Material or Method

Error can appear to be induced by teaching process itself. In other words, it is called as teacher-induced errors. For that, Hubbard et al., said, “Error is an

22_Ellis,

op.cit., p. 53

23

Peter Hubbard,et al.,A Training Course for TEFL, (New York: Oxford University Press, 1983)pp. 140—142.

evidence of failure of ineffective teaching or lack control. If material is well chosen, graded, and presented with meticulous care, there should never be error”.24

The errors are difficult to classify without studying the teaching material and teaching technique or method. Corder in A Training Course for TEFL by Hubbard, et al.,admitted, “It is however, not easy to identify such error except in conjunction with a close study of the material and teaching technique to which the learner has been exposed. This is probably why so little is known about them.”25 For example,*I am go to school every day. It is caused by teacher giving more emphasizing on one tense,present progressive tense, so learners overuse it when moving on to a new patterns.

Furthermore, Richard characterized three sources of errors, they are interference errors, intralingual errors and developmental errors.26

1) Interference Errors occur as a result of ‘the use of elements from one language while speaking another’. It is also said that students who learn English as a second language, and when first language and English come into contact with each other there are often confusions which provoke errors in a learner’s use of English. Brown called this term as interlingual transfer; he said that in the stage, before the system of the second language is familiar, the native language is the only linguistic system which the learner can draw. For example, the learner said “the book of Jack” instead of “Jack’s book”.27

2) Intralingual Errors are those which reflect the general characteristic of rule learning, such as faulty generalization, incomplete application of rules, and failure to learn conditions under which rules apply.

3) Developmental Errors occur when the learner attempt to build up hypothesis about the target language on the basis of limited experience of

24_{Ibid.,p. 142.} 25_Ibid. 26_Richard,

op.cit., p. 174.

27_Brown,

it in the classroom or text book. Brown called this term as “context of learning” instead of developmental errors.

Errors occurred for many reason, still in explaining learners’ errors the researcher uses Brown terms; interlingual transfer, intralingual transfer, and context of learning. In interlingual errors, a student may make error because he/she assumes that the target language and his native language are similar, in fact, they are different. Another obvious cause is an incomplete knowledge of the target language and the complexity of target language. The error occurs because of the difficulty of processing forms that are not yet fully mastered, which is known as intralingual errors and context of learning is also the cause of errors. In this case, the book or the method being used in teaching learning process do not suit the students, so it may cause the students cannot understand the material being learn and the students less motivated.

e. Evaluation of Errors

Error evaluation involves a consideration of the effect that errors have on the person (s) addressed. This effect can be measured either of the addressee’s comprehension of the students meaning or in terms of the addressee’s affective response to the errors. However, Ellis states that if the addressees are native speakers, they appear to be more concern with the effect that an error has on their comprehension, while if the addressees is non-native speakers, they are more influenced by their ideas of what constitute the ‘basic’ rules of the target language.28

Moreover, error evaluation also involves determining the seriousness of different errors which one receives instruction. In case, the addressee is a non-native speaker teacher, he/she should give the correction of errors according to nature and significance of errors, priority should be given to errors which may affect communication and cause misunderstanding. Harmer in Erdogan suggests three steps to be followed by the teacher when errors happened. The teacher first listens to the students, then identifies the problem, and puts it right in the most

28_Ellis,

efficient way. Except for correcting written work, the teacher should not correct the errors directly but instead, should put marks representing there is something wrong with that sentence.

f. Common Error in Using Preposition

Martiin Parrot states that many learners often see prepositions as major of problem.

1. There are so many preposition in English (many more than in a lot of other language) and learner often have to make choices and

distinctions there are not necessary in their own language.

2. Many choices have little or nothing to do with meaning, and are therefore particularly difficult to remember.29

The statement above indicates that many students are difficult how to put the correct preposition. Even though some of the students have already known of preposition, they still can make the wrong pattern in the preposition well. The error can be found in students constructing the context whether in that context should be used preposition. It also can be happened in choosing others kind of preposition in others situation or context.

Parrot claims that there are some of the factors that may cause learner’s difficulty in learning preposition:

1. Preposition may be very similar in meaning and the learner’s first language may not make equivalent distinctions.

2. Verbs, adjectives and nouns with similar or related meanings may require different prepositions.

3. Verbs in the learner’s language may require a particular preposition whreas a similar verb in English may require no preposition or one which is used in contexts the learner finds surprising.

4. Different part of speech of the same word may require different preposition.30

29_{Martin parrot,}

Grammar for English Language Teacher, (printed in United Kingdom; Cambridge University Press, 2000), p. 83,.

According to Larsen and Celce, there are three types the problem from the learner’s: using the wrong preposition, omitting required preposition, and using a superfluous preposition.31

Dulay stated that the most commons errors are:

1. Omitting grammatical morphemes, which are items that do not contribute much to the meaning of sentences, as in He hit car.

2. Double marking a semantic feature (e, g. past tense) when only one marker is required, as in She didn’t went back.

3. Regularizing rules, as in womens for women.

4. Using archiforms – one form in place of several – such as the use of her for both she and has, as in I see her yesterday. Her dance with my brother.

5. Using two or more form in random alternation even though the language requires the use of each only under certain conditions, as in the random use of he and she regardless of the gender of the person of interest.

6. Misordering items in contructions that require a several of word-order rules that had been previously acquired, as in What you are doing?, or misplacing items that may be correctly placed in more than one place in the sentences, as in They are all the time late.32

30_{Ibid., p. 88-89.}

31_{Marrianne Clece, Diana Larsen, and Freeman,}

The Grammar Book An ESL/EFL Teacher’s Course, (Printed in The USA, London: Newbury House Publisher, Inc., 1983), p. 261.

32_{Dullay, Burt, and Krashen,}

B. The General Concept of Preposition

Preposition is a part of speech, it is very important in the sentences to indicate something is located.

1. The Definition of Preposition

John E. warriner says “reposition is a useful little word”33. Meanwhile A S Homby says “Preposition is a words or group of word such as in, from, to, out, of, on behalf of34. Although preposition is only a little word or a group of word, preposition has important role in a sentence. With preposition we can see the link between other words in the sentence. For the example, the words “He lives” with the word “Jakarta” have a meaning the place that he lives is Jakarta. In the other word the main role of the preposition is to indicate the relationship between words in a sentence. It made us easier to understand the meaning of the sentence.

Preposition always goes with a noun or pronoun which is called the objective of the preposition. And the preposition of preposition is always before the object of the preposition (noun or pronoun). As A S Homby says “Preposition is a word or a group of words such as in, from, to, out, of, on behalf of, used before a noun or pronoun to showplace, position, time or method.

The combination of preposition and the object of preposition called a prepositional phrase. It means that preposition never stands alone, and preposition only has a meaning when it combined. For example, in the sentence “the cat sleeps on the sofa”, the word “on” is a preposition, introducing the prepositional phrase “on the sofa”.

According to Jeans Yeats, preposition is followed by one or morepatterns, which indicate the wordorder appropriate for the definition. “35

The researcher summarizes that preposition connects one part of speech with another. Preposition always followed by noun or pronoun which is called the object of preposition. The preposition is always before the noun or pronoun when 33_{John E. warriner,Warriner’s EnglishGrammar and Composition, (New York : Harcout}

Brace Javanovich, Inc., 1982).p.71.

34_{A S Homby,Oxford Advanced Learner’s Dictionary of Current English, (New York :}

Oxford University Press, 1987).p.996.

35_{Jean yates,}

The Ins and Outs of Prepositions, (NewYork: Barron’s Educational Series,

the preposition combines with noun or pronoun, the combination called a prepositional phrase. A preposition is used in a prepositional phrase to indicate place, position, time, or method.

2. Type of prepositions

There are many kind of preposition. According to Marcella Frank there are two types of prepositions: preposition of time and prepositions of place–position and direction.36

a. The common preposition is used to talk indicate the times are: On

On is used to indicates the days of the week, that and special holidays. Examples:

I am going to swim on Sunday. (On is used with a day of the week) I buy this bag on 30 November. (On is used with a day of the month) I saw him on your birthday. (On is used with a special holiday) At

At is used to indicate the specific times. Examples:

The test will start at five o’clock. (At is usedwith an hour of the day) I will call you at 9 AM.

The shop closes at midnight. (At is used with a part of the day considered as a point)

In

In is used to indicate part of the day, year, months, seasons, and duration. b. Proposition of Place-Position and Direction

There are two kinds of prepositions that show the position and direction, they are:

1. Position

36

Marcella Frank, “Modern English a practical reference guide”, (New Jersey: Practice

Preposition of position is preposition that indicates the space of one thing and another in the sentence and usually placed before noun and pronoun.

1) The point itself  In or inside

In or inside indicate the location inside or within something else.

Examples:

The pencils are is the box. The puppy is in the trush can. There was no Ann inside the mouse.  On

On indicates the surface location of something and location higer than something and touching it; on top of.37

Examples:

Put the dish on the table. The newspaper is on the table. A clock is on the wall.

 At

At indicates the general location such as school, home andname of building.

Examples:

We meet Jhon at the bookstore yesterday. He’s at school.

Meta is at the bank.

At is also used for address with street numbers. Examples:

plives at 25B Limun Street. 2) Higher or lower than a point

37_Yates,

Higher.  Over

Over means the higher position then something. Examples:

The pictures were hanging over the sofa. The cat jumped over the wall.

Edward climbed over the hill.

 Above

Above and over have similar meaning. The both mean higher than something but above normally refers being directly above you.

Examples:

The ceiling is above you. He lives on the floor above use. The lamp is above my head. Lower

 Under

Under means the lower position than something else and on the ground.

Examples:

We sat under the free. The cat is under the table. A subway runs under this street.  Underneath

Underneath means the lower position that something and covered by something else.

Examples:

He swept the dirt under neanth the rug. He wore the t-shirt under neath the jacket.  Below

Below means the lower position of something than something else but above ground.

Examples:

He lives on the floor below us.

Death valley is 86 meters below sea level. 3) Neighboring the point

 Near

Near means close to in a little distance. Examples:

Our house is near the supermarket. He lives near the university.

This building is near the subway station.  Next to

Next to means at the side of with nothing else between them. Examples:

Ber best friend sits next to her. The brite stands next to the groom. The teather is right next to the post office.  Beside

Beside means next to Examples:

He sat beside his wife during the party. Jane standing beside her car.

The pupply is beside the phone.  Between

Between indicates the separating of two things. Examples:

Our house is between the supermarket and the school. He sat between his two sons.

If more than two persons or thing are positioned around appoint, among is used.

Examples:

He sat among all his grandchildren. Farrel is standing among his friends.

My brother is standing among Robby, Susi and Maria.  Opposite

Opposite means something that directly facing someone or something else.

Examples:

The museum is just opposite the post office. Robby sat opposite the wall.

Jane’s house is opposite the school. The teather is opposite the office.

2. Direction

Preposition that describes the direction of place.  Across

Across indicates the direction of movement from one side of an area to the other side.

Examples:

The girl run across the yard.

The students walk across the bridge.  Towards

Towards indicates the movement of something in direction of something else.

Examples:

We run towards the school.

Jane goes 5 steps towards the house.  Through

Through means going from one point to the other point. Examples:

You shouldn’t walk through the forest. You can drive through that town in an hour.  Around

Around indicates the movement of something in a circle direction in place.

Examples:’

The ship sailed around the island. We walked around the school.  To

To indicates the movement of something towards something else.

Examples:

I like going to japan. We went to the cinema.

Maria goes to the library with her sister.  From

From indicates the place where is starts. Examples:

He came from Bogor.

That flower picks from the garden. The ship sailed from Indonesia.  Into

Into indicates something that enter the place.38

38_{Englisch-hilfen.de,}

learning english online, 2013, (http///www.englischhilfen.de/en/grammar/prepositions_place.htm).

Examples:

You shouldn’t go into the castle. My mother goes into the kitchen. I drive into the city every day.

3. Function of prepositions

The preposition has the function of connecting a noun or pronoun to another word, usually a noun, verb or adjective.39 Prepositions are always followed by noun or pronoun. There are connecting word that shows relationship between the nouns and the words that following them. They usually indicate relationship such as place, direction, time, date and separation between two objects in the sentence.

Examples:

a. Preposition that connecting a noun or pronoun with noun. The boy putthe bookon thetable.

b. Preposition that connecting a noun or pronoun with verb. Theyarrivedinthe morning.

c. Preposition that connecting a noun or pronoun with adjective. The man issuccessfulin herbusiness.

39_Frank,

28 A. Method of the research

The researcher used the descriptive analysis method and used the procedure of grammatical error on preposition. The researcher described the students’ errors in testing preposition by using percentages of students’ errors. The researcher came to the school in order to get data. The data required is the information of the students’ answer sheets on Preposition in English Writing which was given by the researcher.

B. The Time and Place of the research

In writing this Skripsi, the research was started from March, 23th up to April, 30th 2015, it was conducted at the seventh grade students of SMP Muhamadiyah 35 Kebayoran lama, Jakarta Selatan.

C. Data and Data Source

In this research, the researcher took the data from the First Grade students of SMP Muhammadiyah 35 Jakarta in which there are three classes; VII-A consist of 35 students, VII-B consist of 32 and VII-C consist of 30 students. So the total is 96 pupils. In this research, the researcher took the data sources in the VII-C in which it consists of 30 students. When the researcher administered the test, there were two students who were absent. The total of respondents became 28 students.

D. The Instrument of The Research

In this research, the researcher gave instrument to collect the data were interview and test. The interview used to know the difficulties faced by students in learning preposition. Therefore test, the researcher gave a test to the students which consisted sentence with the types of preposition forms and constructing

sentences about preposition, there were two kinds of questions and the test consisted of 40 items.

E. Procedures of the Research

The technique of collecting data is one of the important things in this research. In this research, the researcher took some steps:

1. Written test

In this research, the researcher took the data of the first grade students of SMP Muhammadiyah 35 Kebayoran lama. They consist of three classes; class VII-A consist of 35 students, class VII-B consist of 32 and VII-C consist of 30 students. So they are 97 students in number. The researcher took the data source from VII-C which consist 28 students.

The researcher gave of English test about preposition of form to the class VII-C. The test consists of completing in the sentences with the right preposition form (completion item) and arranging the sentences involving preposition. This test consisted of 40 items consisted of preposition.

Table 3.1 The Test Item Scheme

No Type of preposition Item Number

1. Preposition of time 4.5. 6.7.13.16.14.24.26.27.37.38.

2. Preposition of place 1.3.9.10.17.18.19.21.22.28.29.30. 31.34.35.36.

3. Preposition of direction 2.8.11.12.15.20.23.25.32.33.39.40 .

2. Interview

The data of this study was collected by using interview technique. The researcher used this technique as supplement of the data to get the information why the students have low understanding of preposition in English writing. An interview is a purposeful conversation, usually between two people but sometimes involving more, that is directed by someone in order to get information from other.

In this research, the interview was used as supporting data. Before giving test, the researcher asked the teacher considering students’ problem in using preposition. Furthermore, after giving test, the researcher asked the students about their difficulties in learning preposition.

F. Data Analysis Technique

From the data, the researcher uses the descriptive analysis technique to verify the frequency of the errors in the students’ answers and algorithm for error analysis as the procedure of analysis. Some tables were set up the percentage of the errors based on the category of prepositions. Therefore, the formula used in the research is:

= × 100%

P : Percentage

F : Frequency of errors

N: Number of observed sample1

G. The Validity of Test

The validity of the test means to determine if they measure what is intended to measure. In this research, the researcher prepared the test that is not difficult and not too easy. He set the test that relates to the curriculum that the teacher uses to teach English grammar that has been given to the students when

1_{Anas Sudiyono,}

Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada, 2005), p. 43.

they were in 2014/2015 seventh year students. The materials for the test were taken and developed from the handbook of seventh year students ofSMP, not only that the test also approved by our advisors. Based on the explanation about the test, the researcher considered that the test is valid.

32 1. Data Description

The researcher conducted a test to seventh grade students of SMP Muhammadiyah 35 kebayoran lama Jakarta selatan. The researcher gave 40 items numbers test to students which are focused on the use of preposition. The researcher then identified the students’ errors by using procedures of error analysis, and the result is being presented in the table. Analyzing the interview result was done after identifying the most frequent error made by students in the usage and the form of preposition. Here are the descriptions of students’ test and interview:

a. The Result of Test

The researcher has given the test about preposition to 28 students of SMP Muhammadiyah 35on 23rd of March 2015. Actually the number of the students in this class is 30, but two of them were absent. So, the samples of this research are 28 students.

The test consist of 40 items which only focus on preposition and they are broken down into two forms; there are completing item (Part I), which asked students to choose the correct preposition in the parentheses, and (Part II), which asked students to arrange the sentences with the right preposition.

The following table describes distribution of test items made by the students in using preposition of time, place and direction.

Table 4.1

The Distribution of Preposition Tests Items

No Type of preposition Item Number

1. Preposition of time 4.5. 6.7.13.16.14.24.26.27.37.38.

1.34.35.36.

3. Preposition of direction 2.8.11.12.15.20.23.25.32.33.39.40.

After conducting the test, the researcher analyzed the data from the students’ test to find out the errors that students made in his/her answer by circling each erroneous item.

After identifying the data, the researcher analyzed the errors and classified them based on the Surface Taxonomy Categories to know whether these errors involve in omission, addition, misformation, and misordering.

The students made errors in four types; Omission, Addition, Misformation, and Misordering. The total of all errors is 377 errors made in using preposition in English writing from 28 students. There are 24 errors in Omission, 2 errors in Addition, 307 errors in Misformation, and 44 errors in Misordering.

b. The Result of Interview

This technique is used to collect the data that can be used as supporting data. The researcher did interview after giving the test to the students. First, before giving test, researcher interviewed the teacher after researcher observed her in delivering her teaching. Researcher conducted it on Thursday, 23 of March 2015 at 09.00 – 10.00a.m. The researcher asked ten (10) questions. The categories interview guide for teacher (see appendix 1A) and (see appendix 1B) to the teacher answer in interview.

Besides interviewing the teacher, researcher also interviewed the students which conducted after they did the test. All students were interviewed; researcher took 28 (twenty eight) students for this research. Researcher conducted on Tuesday, 23 of March 2015. The researcher asked the students some question about problem in learning preposition in general which consisted of ten (10) questions. The categories interview guide for student (See appendix 2A) and (see appendix 2B) to the students answer in interview.

From the students’ interview, the researcher found that most of students faced difficulty on types ofpreposition. They got difficulty in differencing types of preposition. Because they did not understand in teacher’s explanation. Those are the data are use in this research. The researcher only analyzed data from the test and data from interview to support final result of this research.

2. Data Analysis

In this section, the researcher analyzed the errors that made by the students based on their types. Researcher divided them into four types start from the lowest frequency. Also the researcher analyzed the interview that researcher took after the test done. Here is the analysis:

Table 4.2

The Recapitulation of Student’s Error Students 1:

Item Number

Identification of Errors

Classification of Errors Description

Explanatio n

Correction Cause of Errors

1 I liveata small town and go ….

Misformation Preposition ‘at’ should be changed by ‘in’

I liveina small town and go ….

Intralingual

3 Inmy house Misformation Preposition ‘in’ should be changed by ‘near’

Nearmy house

Intralingual

9 Then I saw the clockin the wall

Misformation Preposition ‘in’ should be changed by ‘on’

Then I saw the clockon the wall

Intralingual

10 When I got home my sister wasto the door

Misformation Preposition ‘to’ should be changed by ‘at’

When I got home my sister wasat the door

Intralingual

11 We took a morning bus withArusha

Misformation Preposition ‘with’ should be changed by

We took a morning bus toArusha

‘to’ 14 It sounds like

a good deal into $ 65 a day Omission Preposition ‘into’ should be changed by ‘at’

It sounds like a good deal at $ 65 a day Intralingual 15 They introduced us upSenara Omission Preposition ‘up’ should be changed by ‘to’ They introduced ustoSenara

Intralingual

16 They

introduced us to Senara who will be talking the safariinto us tomorrow Misformation Preposition ‘into’ should be changed by ‘with’ They introduced us to Senara who will be talking the safari with us tomorrow

Intralingual

17 Later, we had dinnerina less than exiting restaurant. Addition Preposition ‘in’ should be changed by ‘at’ Later, we had dinner ata less than exiting restaurant.

Intralingual

21 We didn’t get

atlake manyara until afterone o’clock. Misformation Preposition ‘at’ should be changed by ‘to’ We didn’t gettolake manyara until afterone o’clock.

Intralingual

22 can you believe John actuallysugge st stoppingin a restourant Misformation Preposition ‘in’ should be changed by ‘at’ can you believe John actuallysugg est stopping ata restourant Intralingual

23 Before going tothe park? We all said, “No way!” Misformation Preposition ‘to’ should be changed by ‘into’ Before goinginto the park? We all said, “No way!”

Intralingual

25 We run the towards school. Misordering Preposition ‘towards’ should be placed after ‘we run’ We run towards the school. Interlingual

Students 2: Item Number Identification of Errors Classification of Errors Description Explanatio n

Correction Cause of Errors

3 Atmy house. Misformation Preposition ‘at’ should be changed by ‘near’ Nearmy house. Intralingual

6 In Monday

morning last week Misformation Preposition ‘in’ should be changed by ‘on’ on Monday morning last week Intralingual

7 I looked on my clock and saw that it was 9:15

Misformation Preposition ‘on’ should be changed by ‘at’

I looked at my clock and saw that it was 9:15

Intralingual

9 Then I saw the clock at the wall

Misformation Preposition ‘at’ should be changed by ‘on’

Then I saw the clockon the wall

Intralingual

10 When I got home my sister wason the door.

Misformation Preposition ‘on’ should be changed by ‘at’

When I got home my sister wasat the door.

Intralingual

11 We took a morning bus withArusha Misformation Preposition ‘with’ should be changed by ‘to’

We took a morning bus toArusha

Intralingual

13 They have a safari goingat Tuesday

Misformation Preposition ‘at’ should be changed by ‘on’

They have a safari going onTuesday

Intralingual

14 into$ 65 a day; we didn’t want to search forever Misformation Preposition ‘into’ should be changed by ‘at’

at$ 65 a day; we didn’t want to search forever

15 They

introduced us upsenara who will be taking the safari Misformation Preposition ‘up’ should be changed by ‘to’ They introduced ustosenara who will be taking the safari

Intralingual

16 who will be taking the safaribyus tomorrow

Misformation Preposition ‘by’ should be changed by ‘with’

who will be taking the safariwith us

tomorrow

Intralingual

17 We had dinnerina less than exiting restaurant. Misformation Preposition ‘in’ should be changed by ‘at’ We had dinnerata less than exiting restaurant.

Intralingual

18 On the wayin the park

Misformation Preposition ‘in’ should be changed by ‘to’

On the way tothe park

Intralingual

19 our driver John first stoppedon two gas stations Misformation Preposition ‘on’ should be changed by ‘at’ our driver John first stoppedat two gas stations Intralingual

20 To pick with some clothes Misformation Preposition ‘with’ should be changed by ‘up’

To pickup some clothe

Intralingual

23 Before going tothe park? We all said, “No way!” Misformation Preposition ‘to’ should be changed by ‘into’ Before goinginto the park? We all said, “No way!”

Intralingual

25 We run towards school.

Omission It doesn’t use an article ‘the’ We run towards the school. Context of learning 33 My mother

goes into kitchen.

Omission It doesn’t use an article ‘the’ My mother goes into the kitchen. Context of learning

34 He lives at II Semarang Sunan Bonang Misordering Preposition ‘at’ should be placed after ‘he lives’

He lives at Sunan Bonang II Semarang.

Interlingual

Total 18 18 18 18 18

Student 3: Item Number Identification of Errors Classification of Errors Description Explanatio n

Correction Cause of Errors

3 Inmy house. Misformation Preposition ‘in’ should be changed by ‘near’ Nearmy house. Intralingual

9 Then I saw the clockin the wall

Misformation Preposition ‘in’ should be changed by ‘on’

Then I saw the clockon the wall

Intralingual

10 When I got home my sister wasto the door

Misformation Preposition ‘to’ should be changed by ‘at’

When I got home my sister wasat the door

Intralingual

11 We took a morning bus withArusha Misformation Preposition ‘with’ should be changed by ‘to’

We took a morning bus toArusha

Intralingual

14 Into$ 65 a day; we didn’t want to search forever Misformation Preposition ‘into’ should be changed by ‘at’

at$ 65 a day; we didn’t want to search forever Intralingual 15 They introduced us upSenara who will be taking the safari Misformation Preposition ‘up’ should be changed by ‘to’ They introduced ustoSenara who will be taking the safari

Intralingual

16 Who will be taking the

Misformation Preposition ‘into’

Who will be taking the

safariintous tomorrow should be changed by ‘with’ safariwith us tomorrow 17 We had

dinnerina less than exiting restaurant Misformation Preposition ‘in’ should be changed by ‘at’ We had dinnerata less than exiting restaurant

Intralingual

18 On the wayin the park

Misformation Preposition ‘in’ should be changed by ‘to’

On the way tothe park

Intralingual

19 our driver John first stoppedon two gas stations Misformation Preposition ‘on’ should be changed by ‘at’ our driver John first stoppedat two gas stations Intralingual

21 We didn’t get

atlake manyara until after one o’clock Misformation Preposition ‘at’should be changed by ‘to’ We didn’t gettolake manyara until after one o’clock

Intralingual

22 Can you believe John actually suggest stoppingona restaurant Misformation Preposition ‘on’ should be changed by ‘at’ Can you believe John actually suggest stoppingat a restaurant Intralingual

25 We run towards school.

Omission It doesn’t use an article ‘the’ We run towards the school. Context Of Learning 29 He outside. Omission It doesn’t

use to be ‘is’

He is outside.

Context of learning 33 My mother

goes the into kitchen. Misordering Preposition ‘into’ should be placed before ‘the kitchen’ My mother goes into the kitchen. Interlingual

Student 4: Item Number Identification of Errors Classification of Errors Description Explanatio n

Correction Cause of Errors

3 I live in a small town and go to a small school inmy house

Misformation Preposition ‘in’ should be changed by ‘near’

I live in a small town and go to a small school nearmy house

Intralingual

7 I lookedon my clock

Misformation Preposition ‘on’ should be changed by ‘at’

I lookedat my clock

Intralingual

9 Then I saw the clockin the wall

Misformation Preposition ‘in’ should be changed by ‘on’

Than I saw the clockon the wall

Intralingual

11 We took a morning bus intoArusha Misformation Preposition ‘into’ should be changed by ‘to’

We took a morning bus toArusha

Intralingual

12 after checking upa very simple hotel Misformation Preposition ‘up’ should be changed by ‘into’ after checking intoa very simple hotel

Intralingual

14 It sounds like a good deal into$ 65 a day Misformation Preposition ‘up’ should be changed by ‘at’ It sounds like a good dealat$ 65 a day

Intralingual

19 our driver John first stoppedat two gas stations Misformation Preposition ‘at’ should be changed by ‘at’ our driver John first stoppedat two gas stations Intralingual

Total 7 7 7 7 7

Student 5: Item Number Identification of Errors Classification of Errors Explanatio n

Correction Cause of Errors

Description 1 I liveata

small town

Misformation Preposition ‘to’ should be changed by ‘into’

I liveina small town

Intralingual

6 atMonday morning last week Misformation Preposition ‘at’ should be changed by ‘on’ onMonday morning last week Intralingual

8 I got dressed quickly and run all the wayinschool

Misformation Preposition ‘in’ should be changed by ‘to’ I got dressed quickly and run all the wayto school

Intralingual

11 We took a morning bus withArusha Misformation Preposition ‘with’ should be changed by ‘to’

We took a morning bus toArusha

Intralingual

12 after checking upa very simple hotel Misformation Preposition ‘up’ should be changed by ‘into’ after checking intoa very simple hotel

Intralingual

13 They have a safari going AtTuesday Misformation Preposition ‘at’ should be changed by ‘on’

They have a safari going onTuesday

Intralingual

16 They

introduced us to Senara who will be taking the safariby us tomorrow Misformation Preposition ‘by’should be changed by ‘with’ They introduced us to Senara who will be taking the safariwith us tomorrow

Intralingual

17 We had dinnerina less than exiting restaurant Misformation Preposition ‘in’ should be changed by ‘at’ We had dinnerata less than exiting restaurant

Intralingual

21 We didn’t get

Atlake Manyara until after one o’clock Misformation Preposition ‘at’ should be changed by ‘to’ We didn’t gettolake Manyara until after one o’clock

Intralingual

believe John actually suggest stoppingina restaurant ‘in’ should be changed by ‘at’ believe John actually suggest stoppingat a restaurant

Total 10 10 10 10 10

Student 6: Item Number Identification of Errors Classification of Errors Description

Explanation Correction Cause of Errors

11 We took a morning bus withArusha Misformation Preposition ‘with’ should be changed by ‘to’

We took a morning busto Arusha

Intralingual

12 After

checkingupa very simple hotel Misformation Preposition ‘up’ should be changed by ‘into’ After checking intoa very simple hotel

Intralingual

14 It sounds like a good deal with$ 65 a day Misformation Preposition ‘with’ should be changed by ‘at’ It sounds like a good dealat$ 65 a day

Intralingual 15 They introduced us withSenara Misformation Preposition ‘with’ should be changed by ‘to’ They introduced usto Senara Intralingual

16 Who will be taking the safariintous tomorrow Misformation Preposition ‘into’ should be changed by ‘with’ Who will be taking the safari withus tomorrow Intralingual

18 On the wayin the park

Misformation Preposition ‘in’ should be changed by ‘to’

On the way tothe park

Intralingual

23 Before going tothe park? We all said, “No way!” Misformation Preposition ‘to’ should be changed by ‘into’ Before goinginto the park? We all said, “No way!” Intralingual

cinema. should be placed by an article ‘the’

the cinema. learning

33 My mother goes into kitchen.

Omission This sentence should be placed by an article ‘the’ My mother goes into the kitchen. Context of learninbg

40 He comes Bogor.

Omission This sentence should be placed by conjunction ‘from’ He comes from Bogor. Contect of learning

Total 10 10 10 10 10

Student 7: Item Number Identification of Errors Classificatio n of Errors Description

Explanation Correction Cause of Errors

1 I liveata small town

Misformation Preposition ‘at’should be changed by ‘in’

I liveina small town

Intralingual

3 a small school inmy house

Misformation Preposition ‘in’ should be changed by ‘near’ a small school nearmy house Intralingual

11 We took a morning bus withArusha Misformation Preposition ‘with’ should be changed by ‘to’

We took a morning busto Arusha

Intralingual

12 after checking upa very simple hotel Misformation Preposition ‘up’ should be changed by ‘into’ After checking intoa very simple hotel

Intralingual

14 It sounds like a good deal With$ 65 a day Misformation Preposition ‘with’ should be changed by ‘at’ It sounds like a good dealat$ 65 a day

Intralingual 15 They introduced us withSenara Misformation Preposition ‘with’ should be changed by ‘to’ They introduced usto Senara Intralingual

taking the safariintous tomorrow

‘into’ should be changed by ‘with’

be taking the safari withus tomorrow 18 On the wayin

the park

Misformation Preposition ‘in’ should be changed by ‘to’

On the way tothe park

Intralingual

25 We run the school towards

Misordering Preposition ‘towards’ should be placed after ‘we run’

We run towards the school.

Interlingual

27 All my friends come to meet each other my birthday at.

Misordering Preposition ‘at’ should be placed after ‘each other’

All my friends come to meet each other at my birthday.

Interlingual

31 There was no one the house. inside

Misordering Preposition ‘inside’ should be placed before ‘the house’

There was no one inside the house.

Interlingual

32 We went the to cinema.

Misordering Preposition ‘to’ should be placed before ‘the cinema’

We went to the cinema.

Interlingual

33 My mother goes the kitchen into.

Misordering Preposition ‘into’ should be placed before ‘the kitchen’

My mother goes into the kitchen.

Interlingual

Total 13 13 13 13 13

Student 8:

Item Number

Identification of Errors

Classification of Errors Description

Explanation Correction Cause of Errors

small town ‘at’ should be changed by ‘in’

small town

11 We took a morning bus withArusha Misformation Preposition ‘with’ should be changed by ‘to’

We took a morning busto Arusha

Intralingual

12 after checking upa very simple hotel Misformation Preposition ‘up’ should be changed by ‘into’ after checking intoa very simple hotel

Intralingual

14 It sounds like a good deal 14).With$ 65 a day

Misformation Preposition ‘with’ should be changed by ‘at’

It sounds like a good deal 14).at $ 65 a day

Intralingual 15 They introduced us withSenara Misformation Preposition ‘with’ should be changed by ‘to’ They introduced usto Senara Intralingual

16 Who will be taking the safariintous tomorrow Misformation Preposition ‘into’ should be changed by ‘with’ Who will be taking the safari withus tomorrow Intralingual

18 On the wayin the park

Misformation Preposition ‘in’ should be changed by‘to’

On the way tothe park

Intralingual

23 Before going tothe park? We all said, “No way!” Misformation Preposition ‘to’ should be changed by ‘into’ Before goinginto the park? We all said, “No way!” Intralingual

25 We run the towards school. Misordering Preposition ‘towards’ should be placed after ‘we run’ We run towards the school. Interlingual

32 We went the to cinema. Misordering Preposition ‘to’ should be placed before ‘the cinema’

We went to the cinema.

Interlingual

Saturday on. ‘towards’ should be placed after ‘we run’ USA on Saturday.

Total 11 11 11 11 11

Student 9: Item Number Identification of Errors Classification of Errors Description

Explanation Correction Cause of Errors

6 inMonday morning last week Misformation Preposition ‘in’ should be changed by ‘on’ onMonday morning last week Intralingual

9 Then I saw the clockin the wall

Misformation Preposition ‘in’ should be changed by ‘on’

Then I saw the clock onthe wall

Intralingual

10 When I got home my sister wason the door. Researcher smiled and said ‘April fool!’ Misformation Preposition ‘on’ should be changed by ‘at’

When I got home my sister was atthe door. Researcher smiled and said ‘April fool!’

Intralingual

14 It sounds like a good deal into$ 65 a day; Misformation Preposition ‘into’ should be changed by ‘at’ It sounds like a good dealat$ 65 a day;

Intralingual

15 They

introduced us withSenara who will be taking the Safari Misformation Preposition ‘with’ should be changed by ‘to’ They introduced usto Senara who will be taking the Safari Intralingual

16 Who will be taking the safaribyus tomorrow Misformation Preposition ‘by’ should be changed by ‘with’ Who will be taking the safari withus tomorrow Intralingual

19 Our driver John first Misformation Preposition ‘on’ should Our driver John first Intralingual

stoppedon two gas stations be changed by ‘at’ stoppedat two gas stations

21 We didn’t get

Atlake Manyara until after one o’clock. Misformation Preposition ‘at’ should be changed by ‘to’ We didn’t gettolake Manyara until after one o’clock.

Intralingual

22 Can you believe John actually suggest stoppingina restaurant Misformation Preposition ‘in’ should be changed by ‘at’ Can you believe John actually suggest stoppingat a restaurant Intralingual

23 Before going tothe park? We all said, “No way!” Misformation Preposition ‘to’ should be changed by ‘into’ Before goinginto the park? We all said, “No way!” Intralingual

27 All my friends come to meet each other my birthday. Omission Preposition ‘at’ should be placed before ‘my birthday’ All my friends come to meet each other at my birthday.

Context of learning

32 We went the to cinema. Misordering Preposition ‘to’ should be placed after ‘we went’

We went to the cinema.

Interlingual

37 I fly to USA Saturday.

Omission It doesn’t use Preposition ‘on’

I fly to USA on Saturday.

Context of learning

Total 13 13 13 13 13

Student 10: Item Number Identification of Errors Classification of Errors Description

Explanation Correction Cause of Errors

11 We took a morning bus

Misformation Preposition ‘with’

We took a morning