The mastery of prepositions of place at, in and on among the seventh semester students at English Letters Department of Sanata Dharma University.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MASTERY OF PREPOSITIONS OF PLACE AT, IN AND ON
AMONG THE SEVENTH SEMESTER STUDENTS AT ENGLISH
LETTERS DEPARTMENT OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By

MARSILUS MARSELL WIBOWO
Student Number: 084214032

ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MASTERY OF PREPOSITIONS OF PLACE AT, IN AND ON
AMONG THE SEVENTH SEMESTER STUDENTS AT ENGLISH
LETTERS DEPARTMENT OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By

MARSILUS MARSELL WIBOWO
Student Number: 084214032

ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

“Hope is
a waking dream”
(Aristotle)

“A journey of a thousand miles begins

with a single step”
(Lao tzu)

“And we know that God causes
everything to work together for the good
of those who love God and are called
according to His purpose for them” (romans
8: 28)

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This Thesis is Dedicated To
Jesus Christ, My Savior
My Beloved Parents and Families
and
My Dearest Friends

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ACKNOWLEDGEMENTS

First of all, I would like to thank God, the Lord of Heaven and Earth for
His Blessing and His wonderful miracles along my life. I am so grateful for He
who has given me a chance to learn in Sanata Dharma University up to now.
I would like to say my gratitude and love to my family. I thank my parents
for their support, advice, care and love. I thank my big family for the given
support for me. They are more than a family.
I am really indebted to my advisor, Anna Fitriati, S.Pd., M.Hum., who
gives me suggestions and advices and because she guides me along the process of
finishing my thesis with her valuable time and patience. Her advices will be
unforgettable. Her suggestions were really helpful for me in the process of making
this thesis. My gratitude is also dedicated to my co-advisor, Dra. Bernardine Ria
Lestari, M.S., who guides me along the process before the examination.
My special thanks also go to the lecturers of INTET, who were Risang
Baskara, S.S., Ni Luh Putu Rosiandani, S.S., M.Hum., and Linda Valentina
Budiman, S.S., M.Hum., who gave me permission to administer the test in their

classes. I would also like to dedicate my special gratitude to the seventh semester
students of English Letters Department in academic year of 2012/2013. You were
really helpful for my research. I would like to say thanks to Miss Ag. Kustulasari
81, S.Pd., M.A. for the given support, care and advice.
I thank all my dearest friends; Putri, Uchat, Winda, Gisel, Yeyen, Rani,
Lando, Deni, Evi, Momon, and Saverin for our great times that we have shared

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and their support. I also thank Mary and Mas Putra for the great friendship we
have. Thank you for your time and company.
The special gratitude of mine goes to Gandroeng Choir Community where
I can spend my time to share my happiness, loneliness, sadness and friendship
with them. I would like to give my thanks to all of my friends whom I cannot
mention one by one. Thank you for the sweetness friendships we have. May the
Lord have mercy on us and bless our life.

Marsilus Marsell Wibowo

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TABLE OF CONTENTS
TITLE PAGE …………………………………………………………
APPROVAL PAGE ………………………………………………….
ACCEPTANCE PAGE ………………………………………………
PERNYATAAN PERSETUJUAN…………………………………
MOTTO PAGE ………………………………………………………
DEDICATION PAGE ……………………………………………….
ACKNOWLEDGMENTS …………………………………………...
TABLE OF CONTENTS ……………………………………………
LIST OF TABLES …………………………………………………..
LIST OF CHARTS AND APPENDICES ………………………….
ABSTRACT ………………………………………………………….
ABSTRAK ……………………………………………………………

i

ii
iii
iv
v
vi
vii
ix
x
xi
xii
xiii

CHAPTER I INTRODUCTION …………………………………..
A. Background of the Study ……………………………………...
B. Problem Formulation ………………………………………….
C. Problem Limitation ……………………………………………
D. Objectives of the Study ………………………………………..
E. Research Benefits ……………………………………………..

1

1
4
5
5
5

CHAPTER II THEORETICAL REVIEW ………………………..
A. Review of Related Studies …………………………………….
B. Review of Related Theories …………………………………..
C. Theoretical Framework ……………………………………….

8
8
11
29

CHAPTER III METHODOLOGY ………………………………...
A. Research Method ………………………………………………
B. Research Instruments …………………………………………..
C. Research Participants …………………………………………..

D. Data Gathering Procedure ……………………………………..
E. Data Analysis Procedure ………………………………………
F. Research Procedure ……………………………………………

31
31
32
37
37
40
41

CHAPTER IV ANALYSIS …………………………………………..
A. Students’ Mastery in Using English Prepositions of Place …….
B. The Possible Factors that May Cause the Students in Mastering
the Prepositions of place at, in, and on …………………………

42
42

CHAPTER V CONCLUSION AND RECOMMENDATION………
A. Conclusion ………………………………………………………
B. Recommendation ………………………………………………..

70
70
71

BIBLIOGRAPHY ……………………………………………………...

73

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LIST OF TABLES
Table 2.1

The relation of meaning among the English preposition of place at,
in and on ……………………………………………………….. 12

Table 2.2

A cause-and-effect relationship between the notions of simple
position and destination ………………………………………… 15

Table 3.1

The Blueprint of the Distribution of the Prepositions of Place in the
Questionnaire …………………………………………………… 39

Table 4.1

The Students’ Achievements in Part A ………………………... 43

Table 4.2

The Students’ Achievements in Part B ………………………… 45

Table 4.3

Overall Students’ Achievements in the Test ………………….... 47

Table 4.4

The Errors Classification ………………………………………. 49

Table 4.5

The Descriptive Analysis ………………………………………. 51

Table 4.6

The Students’ Achievements in the Test ……………………….. 53

Table 4.7

The Students’ Achievement in Preposition of Place on ………... 54

Table 4.8

The Students’ Achievement in Preposition of Place in ………… 54

Table 4.9

The Students’ Achievement in Preposition of Place at ……...…. 55

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LIST OF CHARTS AND APPENDICES
Chart 1.

The students’ Achievement in Part A ……….…………………. 44

Chart 2.

The students’ Achievement in Part B ……….…………………. 46

Chart 3.

The students’ Achievement in the Test ….….…………………. 48

Appendix 1. Students’ Score …………………………………………………. 77
Appendix 2. The Reliability of the Half Test ……. …………………………. 78
Appendix 3. The Reliability of the Half Test ……. …………………………. 78
Appendix 4. The Variables of the Questionnaire ……………………………. 78
Appendix 5. The Questionnaire Outlook ……………………………………. 78
Appendix 6. The Answer Key of the Questionnaire …………………………. 83

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ABSTRACT
MARSILUS MARSELL WIBOWO (2012). The Mastery of Prepositions of
Place at, in, and on among the Seventh Semester Students at English Letters
Department of Sanata Dharma University. Yogyakarta: Department of English
Letters, Faculty of Letters, Sanata Dharma University.
In a sentence, each part of speech takes an important place. One example
of parts of speech in English is preposition. A Preposition links the relationship of
meaning of a sentence between the things for which they stand. The prepositions
of place are considered as the most complicated since each preposition of place
has its own function underlying its form.
This study was aimed to answer two problems; 1) How accurate are the
seventh semester students at English Letters Department in using English
prepositions of place at, in, and on? and 2) What are the problems that cause the
students’ error in using English prepositions at, in, and on?
The instrument which was used in order to answer the problems in the
problem formulation was a questionnaire or a test. This was a survey research of
which the object of the study was the seventh semester students at English Letters
Department of Sanata Dharma University of academic year 2012/2013. A cluster
random sampling was used to gather the data. There were two classes of INTET
(Introduction to English Test) classes that were chosen as the data.
Based on the Academic Regulation 2010 of Sanata Dharma University, the
writer found that the mastery of the seventh semester students in using the
prepositions of place at, in, and on was sufficient. The students’ average score
was 16.69 (66.76%) in which 64.10% students were considered to enter the
category of sufficient. This achievement fell above the minimum passing grade
according to the academic regulation of Sanata Dharma University. Based on this
research, the writer found out that the students’ problem in mastering the
prepositions of place at, in, and on was on the application of preposition at in
which there was only 53% of correct numbers that the students made. It meant
that there was 47% of incorrect numbers in the test.
The writer also found out the possible factors that cause the students’
difficulties in learning the prepositions of place at, in, and on were interference
(the problem that is caused by the influence of the first language, which was
Indonesian), overlapping, and overgeneralization.
Based on the discussion and the conclusion above, there were three
recommendations proposed. The first was to the students of English Letters
Department. They were recommended to be more active to ask questions and
gather as many as possible the information about the prepositions. The second
was to the lecturers. They were recommended to add the meeting hours either in
class or outside the class, in discussion with the students. They were also
recommended to add more references to help the students to get clearer
information. The last recommendation concerned with the next researchers. They
were recommended to see the progress of the students in English Letters
Department.

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ABSTRAK
MARSILUS MARSELL WIBOWO (2012). The Mastery of Prepositions of
Place at, in, and on among the Seventh Semester Students at English Letters
Department of Sanata Dharma University. Yogyakarta: Program Studi Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Di dalam sebuah kalimat, setiap jenis kata mempunyai posisi yang
penting. Salah satu contoh dari jenis kata di dalam Bahasa Inggris ialah preposisi
atau kata depan. Sebuah kata depan menghubungkan pertalian arti dari sebuah
kalimat di antara hal-hal yang mereka tunjuk. Preposisi atau kata depan yang
menunjuk tempat mempunyai fungsinya sendiri berdasarkan bentuknya.
Studi ini dimaksudkan untuk menjawab dua permasalahan; 1) seberapa
akuratkah Mahasiswa semester ke-tujuh di Program studi Sastra Inggris dalam
menggunakan kata depan yang menunjuk tempat at, in, dan on? dan 2) Apa yang
menjadi masalah yang menyebabkan kesalahan pada mahasiswa dalam
menggunakan kata depan Bahasa Inggris at, in, dan on?
Instrumen yang digunakan untuk menjawab permasalahan-permasalah
dalam rumusan masalah adalah kuesioner atau tes. Ini merupakan penelitian
survei dimana objek dari studi ini adalah mahasiswa semester ke-tujuh di program
studi Sastra Inggris Universitas Sanata Dharma tahun akademik 2012/2013.
Sebuah pemercontohan kelompok acak (cluster random sampling) digunakan
untuk mengumpulkan data.
Menurut Peraturan Akademik 2010 Universitas Sanata Dharma, penulis
menemukan bahwa penguasaan mahasiswa semester ke-tujuh dalam
menggunakan kata depan yang menunjuk tempat at, in¸dan on adalah cukup.
Rata-rata skor mahasiswa adalah 16,69 (66, 76%) di mana ada 64, 10%
mahasiswa dianggap masuk ke dalam kategori cukup. Pencapaian ini jatuh di atas
nilai kelulusan minimal sesuai dengan peraturan akademik Universitas Sanata
Dharma. Berdasarkan penelitian ini, penulis menemukan bahwa permasalahan
mahasiswa dalam menguasai kata depan yang menunjuk tempat at, in¸ dan on
adalah dalam mengaplikasikan kata depan at di mana hanya ada 53% jawaban
yang benar. Hal ini berarti bahwa ada 47% jawaban yang salah dalam tes.
Penulis juga menemukan kemungkinan faktor yang menyebabkan
kesulitan-kesulitan pada mahasiswa dalam mempelajari kata depan yang
menunjuk tempat at, in, dan on yaitu interference (masalah yang diakibatkan oleh
pengaruh bahasa pertama, yaitu bahasa Indonesia), tumpang-tindih, dan
generalisasi yang berlebihan.
Berdasarkan pada diskusi dan kesimpulan di atas, ada tiga saran yang
diusulkan. Yang pertama adalah untuk mahasiswa Program Studi Sastra Inggris.
Mereka disarankan untuk lebih aktif untuk bertanya dan mengumpulkan sebanyak
mungkin informasi tentang kata depan. Yang kedua adalah untuk para dosen.
Mereka disarankan untuk menambah jam pertemuan baik di dalam maupun di luar
kelas, untuk berdiskusi dengan mahasiswa. Mereka juga disarankan untuk
menambah referensi untuk membantu para mahasiswa mendapatkan informasi
yang lebih jelas. Saran yang terakhir berhubungan dengan para peneliti

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selanjutnya. Mereka disarankan untuk melihat perkembangan para mahasiswa di
program studi Sastra Inggris.

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CHAPTER I
INTRODUCTION

This chapter presents the introduction of the research. This chapter has
five subtopics; the first subtopic is the background of the study, the second
subtopic is problem formulations, the third subtopic is problem limitation, the
forth subtopic is the objectives of the study, the last or the fifth subtopic is
research benefits.

A. Background of the Study
English, as a language which is broadly used all over the world by people from
different levels or status, has rules in making correct sentences. The rule in order
to make correct sentence is called Grammar. There are two basic elements of
English Grammar; they are tenses and parts of speech (Wren and Martin 2000:
17). The parts of speech are noun, adjective, pronoun, verb, adverb, preposition,
conjunction and interjection. These groups are traditionally called parts of speech
and are today referred to as lexical categories or word classes. Each part of speech
has its own function in a sentence. In a sentence, each part of speech takes an
important place. One example of parts of speech in English is preposition.
According to Curme (1947: 19), preposition is a word that connects a noun or
pronoun to verb, adjective, or another noun or pronoun by indicating a
relationship

between

the

things

1

for

which

they

stand.

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2

In other words, the use of preposition in English sentences is obviously very
important. David Crystal (2008: 59) stated that a preposition expresses a
relationship of meaning between two parts of a sentence, most often shows how
the two parts are related in space or time. He further explains that the main
function of a preposition is to express meaning relationship, especially of space
and time, between a noun phrase and other parts of the clause (2008: 59). Allen
(1970: 307) in his book entitled Living English Structure states:
Prepositions are usually placed in front of the words they control. They
indicate various relationships between words or phrases, the most usual
being those of time, space (position, direction, etc), and mental or
emotional attitudes. They can also come after the words they govern,
notably in questions and in relative and interrogative clauses.
Based on several definitions and explanations of the function of the
English preposition above, it can be concluded that a preposition has a special
function, which is to link a sentence element to another. There are some examples
that show how to use the preposition in correct English sentences:
1. We ate in a restaurant.
2. I met her at gate 3 in the airport.
3. Dina wrote something on your table yesterday.
In learning English as a second language, there will be a language transfer
to happen. When the second language learners translate the first language into the
target language word by word, this is called a language transfer. Indonesian
learners are the examples of English as the Second Language learners. For
Indonesian learners, it may be difficult for them either to choose the right
preposition or differentiate the use of the preposition in a sentence indicating a

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3

place or time. Sometimes it is found that they will translate the preposition of
place at, in, and on into pada, di atas, di dalam, and di. This becomes a problem
for Indonesian learners. Meanwhile, they also have difficulties in translating the
preposition di, pada, di dalam, and di atas into English. The Indonesian
preposition di, pada, di dalam and di atas almost have the same meaning. This
problem causes the students or English learners in Indonesia find difficulties to
use the right prepositions in English. As the learners of English as a Second
Language, Indonesian language may affect the learners in mastering the use of
English prepositions. Other problem comes when the learners consciously
understand about their weakness in using English prepositions correctly, but they
do not have any attempts to solve it.
For example, this may have different meanings when there is a sentence,
“the ball is on the box” compared to “the ball is in the box.” The first sentence,
which is “there is a ball on the box” means that the preposition of location here
points out the location of the ball, which is on the surface of the box. While on the
second sentence, which is “There is a ball in the box,” shows that the ball is inside
the box. Some students may not be aware of this problem. When they have these
sentences to be translated into Indonesian, the translation will be the same, “Ada
bola di (dalam) kotak.” In conclusion, the English prepositions have their own
function when they are used in sentences, therefore the English as a Second
Language learners cannot randomly use them in sentences.
In second language learning, the language transfer from the source
language into the target language is often found in almost every circumstance.

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4

Transfer, according to Brown (1987: 81), is a general term describing the
carryover of previous performance or knowledge to subsequent learning. He
divides the language transfer into two parts, positive transfer and negative
transfer. Positive transfer occurs when the prior knowledge benefits the learning
task, which is correctly applied to present subject matter (Brown, 1987: 81).
Meanwhile, the negative transfer occurs when the previous performance disrupts
the performance on a second task (Brown, 1987: 81). Therefore, when students’
first language does not influence their second language learning, it means that the
positive transfer occurs. On the other hand, when students’ first language
influences their second language learning, it means that the negative transfer
occurs within their language learning process. In conclusion, it is very important
to see whether the students are influenced by their mother tongue or not in second
language learning process.

B. Problem Formulation
The research problems of this study are formulated as follows:
1. How accurate are the seventh semester students at English Letters
Department in using English preposition at, in, and on?
2. What seems to be the problem that causes the students’ errors in using
English preposition at, in, and on?

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5

C. Problem Limitation
Warriner (1982: 17) says that a preposition is a word used to show the
relation of a noun or pronoun to some other word in the sentence. Moreover, Yule
(2004: 160-165) divides the preposition into two parts; they are preposition for
location in space and location in time. To limit the study, the writer only focuses
on the English prepositions at, in, and on for location in space since the use of
English prepositions of place (at, in, and on) are usually confusing for the English
learners in Indonesia.

D. Objectives of the Study
This research is conducted to reach the following objectives:
1. To find out the mastery in using English Prepositions of place (at, in, and
on) among the seventh semester students at English Letter Department.
2. To find out the problems which cause errors or mistakes in using English
prepositions of place among the seventh semester students at English
Letters Department.

E. Research Benefits
This study is conducted to reach some beneficial contributions as follows:
1. For the students of English Letters Department
This study is hopefully used to help the students of English Letters
Department to know and deepen their knowledge about the English
preposition of place (at, in, and on). Therefore, they can understand more

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6

about how to use them in sentences correctly. Besides, the students can see
their levels in mastering the use of English prepositions of place. The
writer hopes that this study can be used to help the students in improving
their ability in using the most appropriate preposition in sentences.

2. For the lecturers of English Letters Department
The writer hopes that this study can help the lecturers to see the
mastery levels in using the correct English prepositions to indicate place
among the students of English Letters Department. The lecturers are
expected to encourage the students and to solve the problem their students
face in class, especially in choosing the right preposition. Therefore, it is
hoped that the lecturers can help the students in improving their mastery in
using English preposition of place in sentences correctly.

3. For the readers
The writer hopes that this study can enrich the readers about the
information of the correct use of English prepositions of place at, in, and
on. Besides, this study gives information about the mastery level of the
students at English Letters Department in using English preposition of
place at, in, and on. This study also gives information about the possible
factors that may cause the students to find difficulties in choosing the right
English preposition of place in sentences.

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7

4. For future researchers
For future researchers, the writer hopes that this study could enrich
their knowledge about English preposition of place and also inspire them
to conduct a new research related to the mastery of the English preposition
of place (at, in, and on) among the English Letters Students of Sanata
Dharma University. The writer also hopes that this study becomes a
reference to guide them in writing a new research.

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CHAPTER II
THEORETICAL REVIEW

There are three subtopics which this chapter covers; they are Review of
Related Studies, Review of Related Theories and Theoretical Frameworks. As the
first part, which is in the Review of Related Studies, the writer puts previous
studies about the English preposition of place done by previous researchers. The
second part is Review of Related Theories, in which the writer elaborates the
theories related to the main topic of the study. Then, the writer describes the
contribution of related studies and theories in the last part, which is in the
Theoretical Frameworks.
A. Review of Related Studies
1. An undergraduate thesis written by Puguh Alfath Tegar (2009) entitled
A Study on the Mastery of Preposition of Place at, in, and on Among the
First Semester Students of English Language Education Study Program of
Sanata Dharma University. Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
Tegar, in his thesis, analyzed the mastery of preposition of place at, in, and
on among the first semester students of English Education Study Program of
Sanata Dharma University. His objectives were to find out the learners’
achievement in using preposition of place at, in, and on, to find out the learners’
difficulties in mastering the prepositions of place at, in, and on and

8

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

9

to find out the possible causes of their difficulties in their attempt to master those
prepositions. Tegar used a test (survey study) as the instrument of the study to
collect the data. The technique that was used as the representative sample was
Random Sampling. In this technique, the writer chose the students as the data
randomly.
He argued that their average achievement score was 28.68, which fell
slightly above the minimum passing score for the category of sufficient (28-35).
He found out that the difficulty in mastering preposition of place at, in, and on
was on the application of preposition of place at. The achievement of the students
was 46.83 of correct answers. Meanwhile, the possible sources of error that he
found out were interference from the first language (Bahasa Indonesia),
overgeneralization, false concept hypothesis and context of learning.

2. An Undergraduate Thesis written by Nancy Paula Herin (2010) entitled
The Mastery of Prepositions at, in, and on among the Fifth Semester
Students of the English Language Education Study Program of Sanata
Dharma University. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
In her thesis, she analyzed the mastery of English Prepositions at, in, and
on among the fifth semester students of English Language Education Study
Program of Sanata Dharma University. She formulated two problems in problem
formulation, they were 1) how well have the fifth semester students of the
English Language Education Study Program of Sanata Dharma University

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

10

mastered preposition at, in, and on? And 2) what are the possible factors which
cause the students’ errors in using prepositions at, in, and on? She administered a
test to two classes of the fifth students in the academic year of 2009/2010 in order
to answer the first question. In order to answer the second question, she used two
research instruments, they were questionnaire and interview. Meanwhile, she did
cluster sampling method in her research.
The researcher found that the mastery of prepositions at, in, and on among
the fifth semester students of the English Language Education Study Program was
sufficient according to the academic regulation of Sanata Dharma University. The
research showed that the students’ mean score was 59.4 which meant that the
achievement was over the minimum standard of mastery, which is 56% of the
maximum score as the lower margin to pass with grade C or ‘sufficient.’
Further, the research formulated several possible factors which cause the
students’ errors in using prepositions at, in, and on that were divided into two;
they were the internal factors and the external factors. The internal factors
consisted of the students’ perception of prepositions at, in, and on indicating time
and place, the students’ motivation to learn prepositions at, in, and on, the
students’ actions when they find difficulty in using prepositions at, in, and on, and
the students’ considerations underlying their choice of using those prepositions.
The other factor, which was the external factors, consisted of the influence of
Indonesian language as the mother tongue, the feedback on the students’
performance in using prepositions at, in, and on, and the availability of the
explicit learning about English prepositions.

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11

From the above studies related to the mastery in using English
Prepositions at, in, and on indicating place that have been done by the previous
researchers before, the writer finds that there are several differences between
those studies and the research that the writer is going to conduct in this study. The
questionnaire, test and interview were used in the previous studies but this
research only focuses on the questionnaire or the test. There are some differences
between the two previous researches with this research of which the researcher is
going to conduct. The data that are used in this research are different from both
two previous researches in which the data are the seventh semester students of
2011/2012 academic year of English Letters Department of Sanata Dharma
University. Further, the goals of the previous studies were used for education, but
this research only focus on the mastery of the students in the seventh semester in
using the prepositions of place at, in and on.

B. Review of Related Theories
David Crystal (2008: 59) states that a preposition expresses a relationship
of meaning between two parts of a sentence, most often shows how the two parts
are related in space or time. A preposition has a special function in language. It is
stated by Close (1975: 24) that a primary function of an English preposition is to
express a relationship in SPACE between one thing (e.g. the desk) and another
(e.g. the platform). A preposition can refer to position or to movement in one
direction or another. Other functions of English preposition are as follows:

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1. A preposition can express position or movement in relation to
something that the speaker imagines as a point or place (with one
dimension, or with dimensions that do not matter);
2. A preposition can express position or movement in relation to
something that the speaker imagines as a line (with one dimension);
3. A preposition can express position or movement in relation to
something that the speaker imagines as a surface on which something
can rest (with two dimensions);
4. A preposition can express position or movements in relation to
something that the speaker imagines as a space in which something
can be enclosed (with three dimensions).
Quirk R., Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik (1972:
307) explain the relations of meaning between the English preposition of place at,
in, and on as follows:
Table 2.1 The relations of meaning among The English Preposition of
Place at, in, and on
Quirk, R., et al (1972: 307)
Picture
X
_______

Preposition
At
On
In

Dimension
Dimension type 0 (point or
place)
Dimension type 1 or 2 (line
or surface)
Dimension type 2 or 3 (area
or volume)

From the table 2.1 above, the prepositions of place are divided into several
dimensions. The first dimension is called Dimension Type 0. Moreover, it is
explained further that the preposition in this dimension is described as a

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13

dimensionless location, a vague ‘point on the map’, and no details concerning its
shape or size come into focus (Quirk, 1972: 307). For example, in the phrase at
the wall, the wall is considered as a dimensionless location.
The second dimension type of preposition is the dimension type 1 or 2. In
this dimension, the preposition on is used. The preposition on in on the wall
makes us see the wall as two-dimensional thing, which is a surface. Quirk (1972:
308) states that in this dimension, the preposition on, in fact, can indicate a
location of either one or two dimensions (a line or surface).
The third dimension type of preposition is the dimension type 2 or 3. In
this dimension, the preposition in is used to indicate three-dimensional object. For
example, in the wall, the preposition in of that sentence makes us see the wall as
the three-dimensional object, an object having volume. The preposition in, as
further explained by Quirk (1972: 308-309), can also be applied to twodimensional locations which are seen as ‘areas’ (typically enclosed or bordered
pieces of territory) rather than a ‘surface’. Therefore, the definitions of the
preposition according to the dimension they applied to are as follows:
1. The man looks at the clock on the wall.
2. The clock is on the wall.
3. There are many bricks in (inside) the wall.
These are some examples in using prepositions of place at, in and on based
on their dimensions:
a. Dimension type 0
1.

Bus
stop

X

at the bus stop.

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at the end of the road.

2.

b. Dimension type 1 or 2
Line
1. on the River Thames.
2. on the Boundary.
3. on the coast.
Surface
On the ceiling
On the wall

On the floor
Picture 2.1. Prepositions on as surface (dimension type 1 or 2)

1. on the ceiling.
2. on the wall.
3. on the floor.

c. Dimension type 2 or 3
Area
1. in the world.
2. in the library.
3. in the park.

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Volume

in the box

in the water
Picture 2.2. The prepositions in as volume (dimension type 2 or 3)
1. in a box.
2. in the water.
3. in the library.
Moreover, Quirk (1972: 307) states that between the notions of simple
position (or static location) and destination (movement with respect to an intended
location) a cause-and-effect relationship obtains:
Table 2.2 a cause-and-effect relationship between the notions of simple
position and destination
DESTINATION

POSITION

Tom went to Cambridge

as a result: Tom was at Cambridge

Tom fell on (to) the floor

as a result: Tom was on the floor

Tom dived in (to) the water

as a result: Tom was in the water

1. English Preposition of Place at, in, and on
a. Preposition of Place at
There are some functions of the English preposition at indicating place.
Close (1975: 166) says that the use of preposition at is in relation to a point, or

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dimension unspecified, as in “Lucia stays at home while her parents are leaving.”
Celce-Murcia (1983: 257) writes there are three functions or meanings of the
preposition at indicating place, they are:
1. Preposition of place at is used to indicate a specific point or intersect:
at the corner.
at the top (of the page).

a.

at the bottom (of the page).
at the front (of the line).

b.

at the back (of the line).

On the picture above, pretend that they are some people who are
heading to the north. The red star shows that the person is at the
front (of the line) while the yellow star shows that the person is at
the back (of the line).
2. Preposition of place at is used to indicate a target: Throw the stone at
the wall.
3. Preposition of place at is used to indicate general area: Meet me at
the Theater.
In completing Celce-Murcia’s work, Frederick T. Wood (1962: 131) states
that the preposition at is used to indicate a small town or village, as in John lives
at Sharpthorn. The other function of preposition at indicating place is used to a
specific point of place, as in John lives at 53 Cambridge Terrace and Nathan lives

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at the Portland Hotel. The preposition at indicating place is also used for a
specific building or commercial concern, as in John is at the Public Library.
Funk and Wagnalls (1953: 12-13) add that the preposition of place at was
derived from the Old English at which is originally connoting simple occupying
of a point in space. There are some functions of preposition at indicating place.
The preposition at indicating place is used as follows:
1. The preposition at indicating place is used to show a location in exact
position, definite and precise point of contact, for example: the point at
the center of the circle.
2. The preposition at indicating place is used to indicate a location in
proximity to, in the vicinity or region of, as an example: the car is at
the door.
3. The preposition at indicating place is used to indicate a location within
the limits of or present in, for example: he is at the ball grounds.
4. The preposition at indicating place is used to indicate a location in or
into contact with, upon, for example: he knocked at the door.
5. The preposition at indicating place is used to indicate by way of,
through, for example: smoke came out at the windows.

b. Preposition of place on
The use of preposition on to indicate a place as explained by Close (1962:
142) that the preposition of place on is used in relation with a line or usually
called as one dimension place, as in the plate is on the floor. The preposition on is

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also function to indicate location on a surface or two dimensions area, as in put
that painting on the wall, please!. Thomson, A. J. and A. V Martinet (1980: 77)
state that the preposition of place on can be used for both position and movement.
The examples of the preposition of place on is as found in He went on board ship
and He is on the way home.
Close (1975: 166) says that the preposition on is used in relation to a
surface, two dimensions. He also divides the preposition on according to the
movement and position, as follows:
1. Preposition on refers to a movement
For example: Go on (to) the platform.
2. Preposition on refers to a position
For example: Stay on.

According to Funk and Wagnalls (1953: 25), the preposition of place on
was derived from the old English on. The preposition on indicating place is used
to indicate a place for some reasons. They are stated as follows:
1. The preposition on indicating place is used to indicate that something
or someone is in contact with the upper surface of, above and
supported by, for example: the broken statue lay on the ground.
2. The preposition on indicating place is used to indicate that something
is to be supported by, as in suspension or the like, for example: the fish
was on the hook.

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3. The preposition on indicating place is used that something is to
overspread, strike, touch, without reference to elevation, for example:
great storms beat on the coast.
4. The preposition on indicating place is used to indicate something in
direction or movement along, for example: I’ll be on my way.
5. The preposition on indicating place is used to indicate something near
or adjacent to, for example: the town is on the banks of the river.

c. Preposition of place in
Celce-Murcia (1983: 258) states that the preposition in is used to indicate
an enclosure, as in the man is in the room. Frederick T. Wood (1962: 131) further
explains some meanings or functions of preposition in to indicate a place. The
preposition in is used to indicate a country or a large town, as in Daniel lives in
Indonesia. The preposition in is also used for houses and places of residence, as in
a cottage or a mansion. The preposition in is used whenever to talk about places
for work, as in a shop, a bank, and an office; for example Garret works in BCA
Bank and Lucia works in Shopie-Martin. Moreover, she explains that the
preposition in is used for particular departments of a business. One of the
examples is Lary works in the Accounts Department of the Electricity Board.
Close (1975: 167), in his book, says that the preposition at is used in
relation to a space, three dimensions. He divides the uses of the preposition
particle referring to movement and position in space. The preposition particles
referring to movements and position in spaced are stated as follows:

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1. Preposition in refers to a movement in space
For example: Come in (to) my office.

2. Preposition in refers to a position in space
For example: Stay in your room.

In accordance to Funk and Wagnalls (1953: 22), the preposition in
indicating place was derived from the old English in. The preposition in indicating
place is used as follows:
1. The preposition in indicating place is used to indicate something is
within the bounds of, contained or included within, for example: there
are many rooms in the house.
2. The preposition in indicating place is used to show something is within
the class or group of, included in the number of, for example: he is one
man in a thousand.
3. The preposition in indicating place is used to indicate something is
separated or excluded from all else and nearly equivalent to by, for
example: he was wrapped up in himself.
4. The preposition in indicating place is used to indicate something is
toward, so as to enter, into, so as to remain within, for example: the car
sank in the mud.

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5. The preposition in indicating place is used to indicate something is
toward, so as to rely or rest on, for example: the accused trusted in his
innocence.

2.

The distinctions between the English prepositions at, in, and on
a.

The distinction between the preposition at and in
The prepositions of place at and in sometimes lead to the confusion or

slightly incorrect statement that the choice of preposition depends upon the size of
the town (Schibsbye, 1973: 324), as in ‘There were ‘seasons’ at Bath or in
London. As explained further by Schibsbye, those prepositions express
respectively the place regarded as a point, with a distinctive association, ‘address’;
and the place regarded as an area, with an association of its appearance (1973:
324). Schibsbye (1973: 325) says that the preposition at is used for addresses, as
in “he lives at 141 Wood Street; the Commonwealth conference is at
Marlborough House.” In the first sentence, the use of preposition at is to indicate
the address where he lives. Meanwhile in the second sentence, the preposition at
is used to indicate the building where the conference is being conducted. It is
different when the preposition in is used for address as in “The conference office
will be in 39 George Square, on the first floor.” In that sentence, the organizers
are visualizing the interior of the building.
Applied to the word page, Schibsbye (1973: 325) says that the same
distinction is found between the uses of preposition at and in that is used

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distinctively of a point, as in we stop at page 40; and in connoting the contents of
the page as in a description was given in these pages last week.
According to Murphy (1986: 248), there are two distinctions between
preposition at and in when they are used in sentences, as follows:
1. The preposition in is normally used with cities, towns and villages as
in “Tom’s parents live in Nottingham (not ‘at’ Nottingham), the
Louvre is a famous art museum in Paris (not ‘at’ Paris)”
2. Both preposition at and in can be used to consider a place as a point or
station on a journey as in “do you know if this train stops at (or in)
Nottingham? (=at Nottingham station), we stopped at (or in) a small
village on the way to London.”
Further Murphy (1985: 246) differentiates the use of preposition at and in,
as follows:
1. The use of preposition in
a. It is said to be ”in the corner of a room”

The above picture shows that something is in the corner of a room
because the room is seen as a space that has volume.
b. It is said to be “in the back of the line”
N

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On the picture above, pretend that they are some people who
heading to the north. The yellow star shows that the person is in
the back of the line.
2. The use of preposition at
a. It is said to be “at the corner of a street”

The above picture shows that something or someone is at the
corner of a street because the street is seen as an exact point or
intersects.
b. It is said to be “at the back of the line”
N

On the picture above, pretend that they are some people who heading
to the north. The yellow star shows that the person is at the back of the
line.
b. The distinction between the preposition at and on
These prepositions also may lead to the confusion in using them.
Schibsbye (1973: 326) says that the preposition at is distinctive, signifying a
point, while on is used when the complement denotes an expanse. It can be seen
in we stopped at page 40 and other law cases are reported on page 30; In Britain
we drive on the left and the garden is at the back of the house. Murphy (1985:

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244) gives a comparison between the uses of preposition at and on as in “There is
somebody at the door. Shall I go and see who it is?” and “there is a notice on the
door. It says ‘Do not disturb’.” We can see the difference between the use of the
preposition at and on indicating a place. The preposition at is used to emphasize
the location that somebody is somewhere near the door. Meanwhile, the
preposition on is used to emphasize the location where the notice is attached to,
which is on the door.
c.

The distinction between the preposition in and on
In using the preposition in and on, Schibsbye (1973: 357) explains that the

preposition in denoting ‘enclosed by’, ‘inside’, ‘at the bottom’ of a space, when
the preposition on denoting ‘outside’, ‘on top of’ an expanse, are in combination
with many complements so different in content that there is no question of any
approximation. The difference can bee seen in “she found the old man lying fully
dressed on his bed” and “he kept the books locked up in a desk.” Moreover,
Murphy (1985: 244) gives a comparison between the uses of preposition in and on
as in “there some water in the bottle” and “there a label on the bottle.” In those
sentences, it is clear that the preposition in is used to indicate that something or
someone is ‘inside’. Meanwhile the use of preposition on is to indicate that
something or someone is upon or on top of something.

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Indonesian prepositions of place di, pada, dalam, and di atas
The following are the Indonesian prepositions of place di, pada, dalam, and di
atas. The Indonesian prepositions are used to see the influence of the L1 (source
language) in the process of learning the L2 (target language).
a.

Indonesian preposition di

According to Ramlan (1980: 65), the preposition di is used to indicate a
position of certain thing. This preposition usually precedes a noun that contains
the idea of place (adverb of place), as in John yang masih bujangan ini sekarang
tinggal di bangunan ke Sembilan di jantung Beverly Hills and aku menemukan
seorang tua yang sudah sangan lemah terbaring di hutan ilalang. Meanwhile,
Chaer (1987: 27) explains the use of preposition di according to its rule; they are:
1. The preposition di is used to indicate a position of certain place, where
the preposition precedes a noun which contains an idea of certain place
(a city, a village, a room, etc). For example: Danau Toba berada di
pulau Sumatra.
2. The preposition di is used to indicate a detail position of certain thing
where the preposition di is followed by a detail position where the
things is attached. The words that are usually used to follow the
preposition di are dalam, atas, bawah, samping, belakang, dekat, etc.
As seen in examples: Bukumu saya letakkan di atas meja and mereka
bermain di samping rumah kami.
3. The preposition di is used to indicate a “silent” or “stop” condition of
certain thing. For example: banyak turis berlibur di Bali and apa

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maksudmu datang di sini sepagi ini? The preposition di above can be
replaced by the preposition ke to indicate ‘movement.’ For example:
banyak orang pergi ke Bali saat liburan tiba.
The preposition di could be used with other prepositions, like atas and
dalam in order to state a detail of a place or state the location completely.
Indonesian preposition di atas is used to indicate a higher place (Ramlan, 1980:
67-68), for examples wanita menjunjung beban di atas kepala and ada beberapa
buah apel di atas meja.
In conclusion, it is obviously seen that the English preposition at has a
similar meaning to Indonesian preposition di and pada. The English preposition in
has a similar meaning to Indonesian Preposition di and (di) dalam. Moreover, the
English preposition on has similar meaning to Indonesian preposition di, pada and
di atas.
According to Sneddon (1996: 189), the preposition di (at, in, and on)
indicates that the action occurs in the place indicated by the following noun; there
is no movement, as an example: dia tinggal di kota