No. Prepositions
Questions number in
Part A Questions
number in Part B
Type Functions
20
To to the something of something
located in the direction mentioned from something
- -
21 To show something is as far as
something 7,20
- 22
To reach a particular state 1,21
-
23 To show the end or limit of a range
or period of time 9,22
-
24 To show something before the
start of something -
6 25
To show the person or thing that receives something
23 -
26 To show the person or thing that is
affected by an action -
- 27
To show that two things are attached or connected
4 -
28 To show a relationship between one
person or thing and another -
1 29
To show something is directed toward; concerning
- 2
30 To introduce the second part of a
comparison or ratio -
- 31
To show a quantity or rate -
- 32
To show an honor towards somebodysomething
- -
33 To show something happens while
something else is happening or being done.
10 7
34 To show somebody’s attitude or
reaction to something 11
- 35
To show what somebody’s opinion or feeling about something is
- -
The table 3.1 above shows the distribution of the item numbers containing preposition for and to which were used in the test. As mentioned in the previous
part, a measuring instrument or test should be reliable and valid. To be reliable, a test must be valid. Therefore, the researcher conducted a validity test first to find
out the valid questions which could be used in the test. After conducting the validity test, researcher applied The Pearcon product-moment coefficient formula to
determine the valid questions that could be used in the test. As a result, the researcher then figured out the valid questions which covered several functions of
preposition for and to as listed in the table 3.1. We can also see that the questions of the test see appendix 5 do not distribute all the functions of prepositions for and
to which are listed in the table above because the other questions on the validity test were considered not valid. To sum up, the questions of the test given to the
students were based on the result of validity test. According to the table, in part A, the item numbers which contained
preposition for were 2, 3, 5, 6, 8, 12, 14, 15, 16, 17, 18, and 19. In part B, the item numbers which contained preposition for were 3, 4, and 5. Meanwhile, according
to the table, the distribution of preposition to in Part A were in the item number 1, 4, 7, 9, 10, 11, 13, 20, 21, 22, 23, and 24. In part B, the distribution of preposition
to were in the item number 1, 2, 6, and 7. After conducting the test, the data were collected. Finally, after collecting
the data, the students’ answers were analyzed to determine their errors in mastering the prepositions for and to.
2. Data Analysis
There were two steps used in order to answer the problem formulations. Firstly, the researcher identified the student’s accuracy in mastering the
prepositions for and to. To know the accuracy of the students in mastering the use of prepositions for and to, the researcher scored the test that had been administered.
Therefore, the researcher made a scoring technique to code the students’ answers in the test. The scoring technique was divided into two parts as follows:
No Score
Meaning of Score 1.
1 Correct answer
2. Incorrect answer
The technique that the researcher had made above was used to check the students’ answer, rating the category of students’ answer rightcorrect or
wrongincorrect, and to indicate what seemed to be the problems that cause students’ errors in answering the questions in the test. Secondly, the researcher
figured out several errors that contribute to the students’ mastery of prepositions for and to. This step was used to answer the second question in problem formulation
which was concerning the errors that influence the students’ mastery of prepositions for and to.
38
CHAPTER IV ANALYSIS
A. The Student’s Accuracy in Mastering the Prepositions for and to 1. Data Presentation
As revealed in the previous chapter, the data of this research were gathered by conducting a test to the sixth semester students of English Letters Department.
The test aimed to measure the mastery level of the use of prepositions for and to among the sixth semester students at English letters department of Sanata Dharma
University in academic year 20152016. The first test was conducted on Friday, April 29, 2016 at 12.30-13.00 and the second test was conducted on Monday, May
2, 2016 at 10.30-11.00. The students, as the population of this research, were only the sixth semester students.
The instrument or test that was used to obtain the data consisted of two parts. The type of the first part was gap-filling task. It consisted of 24 questions in which
the students were required to fill each of the blank with the appropriate prepositions, for or to. The type of the second part was structure recognition test in the form of
translation task. Through this part, the students were required to choose either a or b that correspond to their answer. The translation form that was used in this part
aimed to figure out several types of errors that contribute to the students’ mastery in applying prepositions for or to in English sentences.
In this research, the total number of items in the instrumenttest were 31 items and the total number of students who became the respondents of this research
were 49. The number of respondent were taken from two classes, Morphosyntax II and Translation I. The detailed information of the students’ achievement in using
prepositions for and to in the test is presented as follows.
a. The Students’ Achievement in Part A
Table 4.1 below shows the students’ scores in Part A. The scores of each student were concluded by dividing the total correct number of each student by the
total number of questions in Part A. The result was in range of 0-100, in which the result was multiplied by 100.
Table 4.1 The Students’ achievement in Part A
No. Range of Grade
Number of Students Achieving the Range of
Scores Number of Student
in Percentage
1. 90 – 100
5 10,2
2. 70 – 89
33 67,3
3. 50 – 69
11 22,4
4. 30 – 49
0,0 5.
10 – 29 0,0
6. 0 – 9
0,0
It can be seen through Table 4.1 that there is no students 0 of total students who achieves the lowest score in range of 0-9. We can also determine that
there is no students 0 who achieves score in range of 10-29 and 30-49. Meanwhile, there are eleven students 22,4 of the total students who reach score
in range of 50-69. Following the previous score, the data shows that thirty three students 67,3 of the total students succeed to achieved score in range of 70-89.
Finally, there are five students 10,2 of the total students who can complete grade score in range of 90-100.
b. The Students’ Achievement in Part B
Table 4.2 below shows the students’ scores in Part B. Similar to the previous part, the score of each students is completed by dividing the total correct number of
each student by the total number of questions in Part A. The result is in range of 0- 100, in which the result is multiplied by 100.
Table 4.2 The Students’ achievement in Part B
No. Range of Grade
Number of Students Achieving the Range of
Scores Number of
Student in Percentage
1. 90 – 100
2 4,1
2. 70 – 89
18 36,7
3. 50 – 69
10 20,4
4. 30 – 49
12 24,5
5. 10 – 29
7 14,3
6. 0 – 9
0,0
According to the table above, it can be seen that none of students 0 of the total students 49 who achieve the lowest score in range of 0-9. There are seven
students 14,3 of the total students who reach score in range of 10-29. Next, there are twelve students who obtain the score in range of 30-49. It also can be seen that
ten students 20,4 of the total students can reach the score in range of 50-69. Then, there are two students 4,1 who achieve the highest score in range of 90-
100. Throughout this part, most of the students, which are eighteen students 36,7 obtain the scores in range of 70-89. It can be assumed that some of the
students still face some difficulties to translate the Indonesian prepositions untuk, kepada, ke, buat and bagi into English preposition for and to.
c. The Students’ Achievement in the Whole Test
The following table shows the overall students’ achievements in the test. The scores of each students are gained by dividing the total correct number of each
students by the total number of question in the test. The result is in range of 0-100, in which the result is multiplied by 100.
Table 4.3 Overall Students’ Achievements in the Test
No. Range of Scores
Number of Student Achieveing the Range
of Scores The Number of
the Students in Percentage
1 90 – 100
4 8
2. 80 – 89
12 24
3. 70 – 79
16 33
4. 60 – 69
9 18
5. 50 – 59
8 16
6. 40 – 49
7. 30 – 39
8. 20 – 29
9. 10 – 19
10. 0 – 9
Throughout the table 4.3 above, we can determine that there is no students who achieves the lowest score in range of 0-9. Furthermore, none of the students
0 who obtain the score in range of 10-19, 20-29, 30-39, and 40-49. It means that there is no students who obtains the score under 50. Meanwhile, there are eight
students 16 who obtain the score in range of 50-59. Then, nine students 18 can gain the score in range of 60-69. The most score that the students achieve is in
range of 70-79, in which there are sixteen students. Then, there are four students 8 that gain the highest score in range of 90-100. It can be assumed that these
students who achieve the highest score can already comprehend the application of prepositions for and to if they are translated into Indonesian prepositions untuk,
kepada, ke, buat and bagi. The rest of the students 12, achieve the second highest score in range of 80-89.
2. Error Classification
It can be concluded that, in fact, students respondents make errors in the test which was administered to them. After conducting the test and checking all the
students’ results, there were lots of errors that could be figured out. Within this study, the errors that the students produced can be considered as syntax errors.
According to Dulay, Heidi, Burt, M., and Krashen, S 1982: 174, this kind of errors is classified in error type based on linguistic category. The list of the errors can be
seen as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
