The mastery of prepositions for and to among the sixth semester students at English Letters Department of Sanata Dharma University.

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Prepositions for and to among the Sixth Semester Students at English Letters Department of Sanata Dharma University. Yogyakarta: English Letters Department, Faculty of Letters, Sanata Dharma University.

Preposition, as one of the parts of speech in English, has important rules in order to build a correct sentence. A preposition is a word showing relationship between its object and some other words in a sentence. The reason that prepositions have the name they do is that they precede nouns—they are pre -position. In English, there are several prepositions which are quite difficult to comprehend and sometimes produce some errors when they are applied in a sentence. Two of the prepositions which sometimes cause some errors when they are applied in a sentence are for and to.

There are two formulated problems which are discussed throughout this research. The first one is the accuracy in using the prepositions for and to among the sixth semester students at English Letters Department of Sanata Dharma University. The second one is the types of errors that contribute to the students’ accuracy in mastering the prepositions for and to.

This research applied a test as the instrument in order to answer the research problems. This was a survey research, in which the objects of this research were the sixth semester students at English Letters Department of Sanata Dharma University of academic year 2015/1016. This research applied a random sampling technique to gather the data. The test was conducted in two classes, which are Translation II and Morphosyntax II.

Throughout this research, it is figured out that the students’ accuracy in mastering the prepositions for and to enters the category of good. The students’ average score reaches 23 (73,06%) in which 36,73% of the students are considered to enter the category of good. The students’ achievement throughout this data is above the minimum passing grade according to the Academic Regulation of Sanata Dharma University. Referring to analysis of the research, the students’ problem in mastering the prepositions for and to is on the application of preposition to in which the total of errors is 30,7%. Meanwhile, the total errors of preposition for reach 22,3%. There are also three types of errors that contribute to the students’ difficulties in mastering the prepositions for and to, which are interlingual transfer, interference, and intralingual transfer. The researcher finds out that 64,5 % of the total questions of the test (20 questions) produce errors caused by interlingual transfer among the students. Secondly, the percentage of errors caused by interference in the test is 22,6%, in which there are 7 questions (all question of part B) causing students’ errors. Finally, there are 4 questions (12,9%) in the test that contribute to the students’ errors caused by intralingual transfer.

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Prepositions for and to among the Sixth Semester Students at English Letters Department of Sanata Dharma University. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

Kata depan, sebagai salah satu bagian dari jenis kata di dalam bahasa Inggris, mempunyai peran yang sangat penting dalam membentuk sebuah kalimat yang benar. Kata depan adalah sebuah kata yang menunjukkan hubungan antara suatu objek dengan beberapa kata lain di dalam suatu kalimat. Alasan mengapa jenis kata tersebut dinamakan kata depan atau preposisi karena mereka mendahului kata benda, mereka— pre-posisi. Dalam bahasa Inggris, ada beberapa kata depan yang cukup sulit untuk dimengerti dan terkadang menyebabkan kesalahan pada pengaplikasiannya dalam sebuah kalimat. Dua preposisi yang sering menyebabkan kesalahan dalam pengaplikasiaannya tersebut adalah for dan to.

Ada dua rumusan masalah yang akan dibahas dalam penelitian ini. Pertama, yakni keakuratan dalam penggunaan kata depan for dan to pada mahasiswa semester enam Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma. Kedua, yakni kesalahan-kesalahan yang mempengaruhi mahasiswa dalam penguasaan kata depan for and to.

Penelitian ini menggunakan tes sebagai instrumen untuk menjawab masalah-masalah yang ada di rumusan masalah. Penelitian ini merupakan penelitian survei yang mana objeknya adalah mahasiswa semester enam Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma tahun ajaran 2015/2016. Sebuah pemercontohan kelompok acak (random sampling) digunakan untuk mengumpulkan data. Tes tersebut dilaksanakan di dua kelas, yakni pada kelas Translation II dan kelas Morphosyntax II.

Berdasarkan penelitian ini, telah ditemukan bahwa penguasaan mahasiswa semester enam dalam menggunakan kata depan for dan to termasuk dalam ketegori baik. Rata-rata skor mahasiswa adalah 23 (73,06%) di mana ada 36,73% mahasiswa dianggap masuk ke dalam kategori baik. Pencapaian mahasiswa berdasarkan data ini berada di atas nilai kelulusan minimal sesuai dengan peraturan akademik Universitas Sanata Dharma. Berdasarkan penelitian ini, ditemukan juga bahwa permasalahan mahasiswa dalam menguasai kata depan for dan to adalah dalam mengaplikasikan kata depan to, yang mana ada 30,7% total kesalahan. Sementara itu, jumlah kesalahan total pada kata depan for mencapai 22,3%. Selanjutnya, ada tiga tipe kesalahan yang mempengaruhi mahasiswa dalam penguasaan kata depan for dan to, yaitu interlingual transfer, interference, and intralingual transfer. Penulis menemukan bahwa 64,5% dari total jumlah pertanyaan pada tes (20 pertanyaan) menyebabkan interlingual transfer diantara para mahasiswa. Kedua, presentasi kesalahan yang disebabkan oleh interference pada tes adalah 22,6%, dimana terdapar 7 pertanyaan (pada bagian B) menyebabkan kesalahan pada mahasiswa. Terakhir, ada 4 pertanyaan (12,9%) pada tes yang berperan pada kesalahan mahasiswa yang disebabkan oleh intralingual transfer.

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THE MASTERY OF PREPOSITIONS FOR AND TO AMONG THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS DEPARTMENT

OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS

Presented as Partial Fulfilment of the Requirements For the Degree of Sarjana Sastra

in English Letters

I MADE ALVIANTO PUTRA PALAMBA Student Number: 12424120

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE MASTERY OF PREPOSITIONS FOR AND TO AMONG THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS DEPARTMENT

OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS

Presented as Partial Fulfilment of the Requirements For the Degree of Sarjana Sastra

in English Letters

I MADE ALVIANTO PUTRA PALAMBA Student Number: 12424120

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ASaljana SastraUndergraduate ThesIs

THE MASTERY OF PREPOSITIONSFORANDTOAMONG THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS DEPARTj\1lENT

OF SANATA DHARMA UNIVERSITY

I MADE ALVIANTO PUTRA PALAMBA Student Number. 1242t4I20

Approvedby

Anna Fltriati, S. Pd., M. Hum. Advisor

Ninalsti~anah, S.Pd., M.Hum. Co-Advisor

August 11,2016

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A Soljona SastroUndergraduateThesis

THE MASTERY OF PREPOSITIONSFORANDTOAMONG THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS DEPART~fENT

OF SANATA DHARMA UNIVERSITY By

I MADE ALVIANTO PUTRA PALAMBA

Student Number: 124214t20

Defender before the Board ofExaminers On August 29,2016

And Declared Acceptable

BOARD OF EXAMINERS

Name Chainnan Secretary Member1 Member 2 Member 3

: Dr. F.X. 8iswadi, M.A.

: A.B. Sri Mulyani, M.A., Ph.D. : Adventina Putranti, 8.8., M. Hum. : Anna Fitriati, 8.Pd., M.Hum. =Anna lsti'anah, S.Pd., M.Hum.

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SfATEMENT OF ORlGlNALITY

I certifY that this undergraduate thesis contains no material which has been previously submitted for the award of any degree at any university, and that, to the best of my knowledge, this undergraduate thesis contains no material previously written by any other person except where due reference is made inthe text of the undergraduate thesis.

Yogyakarta, August to,20t6

I Made Alvianto Putra Palamba

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LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMlAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan.di bawah ini, saya mahasiswa Universitas Sanata Dharma Nama : I Made Alvianto Putra Palamba

NomorMahasiswa ; 124214120

Demi pengemhangan ilmu pengetahuan saya memherikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang beIjudul

THE MASTERY OF PREPOSITIONS

FOR

AND TO AMONG

THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS

DEPARTMENT OF SANATA DHARMA UNIVERSITY

beserta perangkat yang dipedukan (hila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam hentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun memberikan royalty kepada saya se1ama tetapmencantumkan nama saya sebagai penulis.

Demikian pemyataan ini saya buat dengan sebenamya.

Dibuat di Yogyakarta

Pada tanggal 11 Agustus 2016

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vii

Philippians 4:13

I can do all things through

Him who strengthens me.

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viii

Progress is impossible without change, and those who cannot change their minds, cannot change anything.

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ACKNOWLEDGEMENT

Firstly, I would like to express my gratefulness to God, for His blessing and miracles along my life. I am so thankful for Him who has given me a great chance to pass my four years studying in Sanata Dharma University. I do realize that He always accompanies and stands right beside me so that I can finish my thesis.

I address my sincere gratitude to my parents and my family for supporting me spiritually in writing this thesis. I also thank God for them, who always send their love, support, advice, and care to me. They are my life supporters.

I am highly indebted to my advisor, Anna Fitriati, S.Pd., M.Hum., who always gives her time, patience, understanding, guidance, and support along the process of finishing my thesis. Her advices and guidance will be indeed unforgettable. Additionally, I deliver my gratitude to my co-advisor Arina Isti'anah, S.Pd., M.Hum., who gives me the detailed correction to improve my thesis before the examination.

My appreciation is also dedicated to the lecturer of Translation II, Adventina Putranti, S.S., M. Hum., and the lecturer of Morphosyntax II, Fransisca Kristanti, S.Pd., M. Hum., who gave me permission to conduct the test in their classes. Furthermore, I thank the sixth semester students of English Letters Department in academic year of 2015/1016 who became the participants of the test. They were indeed helpful for my research. I would also like to say thank you to Mas Marsell who gave me suggestions in finishing my thesis.

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Finally, I will take this opportunity to express my sincere gratitude to all my dearest friends for their support and care given to me. I am really grateful for the things we have shared together along our journey in college life. May the God have mercy on us.

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TABLE OF CONTENTS

TITLE PAGE ……… ii

APPROVAL PAGE ………. iii

ACCEPTANCE PAGE ……… iv

STATEMENT OF ORIGINALITY ……….. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH………. vi

MOTTO PAGE ……… vii

ACKNOWLEDGMENTS ………... ix

TABLE OF CONTENTS ……… xi

LIST OF TABLES ……….. xiii

LIST OF APPENDICES ………. xiv

ABSTRACT ………. xv

ABSTRAK ………. xvi

CHAPTER I INTRODUCTION ……….. 1

A. Background of the Study ……… 1

B. Problem Formulation ………. 4

C. Objectives of the Study………... 4

D. Definition of Terms ……… 5

CHAPTER II THEORETICAL REVIEW ……….. 7

A. Review of Related Studies ………. 7

B. Review of Related Theories ……….. 11

1. Preposition……… 11

a. Preposition for………... 12

b. Preposition to………. 16

c. Indonesian preposition untuk, kepada, ke, buat, and bagi… 20 i. Indonesian Preposition untuk………. 20

ii. Indonesian Preposition kepada……….. 20

iii. Indonesian Preposition ke……….. 21

iv. Indonesian Preposition buat... 21

v. Indonesian Preposition bagi……….. 22

2. Types of Errors in Second Language Acquisition………. 22

a. Interlingual Transfer………. 22

b. Interference……… 23

c. Intralingual Transfer………. 23

3. Validity and Reliability of the Test……… 24

a. Validity of the Test……….. 24

b. Reliability of the Test……… 26

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xii

CHAPTER III METHODOLOGY ………... 30

A. Object of The Study ……… 30

B. Approach of the Study ……… 30

C. Method of the Study ……….. 31

1. Data Collection………... 31

2. Data Analysis………... 37

CHAPTER IV ANALYSIS ……….. 38

A. The Students’ Accuracy in Mastering Prepositions for and to… 38 1. Data Presentation………... 38

a. The Students’ Achievement in Part A………. 39

b. The Students’ Achievement in Part B………. 40

c. The Students’ Achievement in the Whole Test..………. 41

2. Errors Classification……….. 42

3. Data Analysis……… 44

a. Reliability of the Test………. 44

b. Descriptive Analysis Presentation……….. 44

c. The Students’ Achievement Analysis in Each Preposition……….. 47

4. The Discussion of the Students’ Mastery of Prepositions for and to………... 49

a. The Students’ Accuracy in Mastering English Prepositions for and to……… 49

b. The Student’s Difficulties in Applying English Prepositions for and to……….. 49

i. The Students’ Difficulties in Mastering the Prepositions for……….. 49

ii. The Syntax Errors of Preposition for………. 61

iii. The Students’ Difficulties in Mastering the Prepositions to...……….. 62

iv. The Syntax Errors of Preposition to……… 73

B. The Errors that Contribute to the Students’ Mastery of Prepositions for and to………..……… 75

1. Interlingual Transfer……… 76

2. Interference……….. 77

3. Intralingual Transfer …….……….. 79

CHAPTER V CONCLUSION………...……… 81

A. Conclusion ……… 81

B. Suggestions……… 83

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xiii

LIST OF TABLES

Table 2.1 The Function of Preposition for Taken from Oxford Advanced

Learner’s Dictionary 8thEdition……….. 14

Table 2.2 The List of Words Typically Associated with Preposition for … 15 Table 2.3 The Function of Preposition to Taken from Oxford Advanced Learner’s Dictionary 8thEdition …..……… 17

Table 2.4 The List of Words Typically Associated with Preposition to...... 19

Table 3.1 The Blueprint of the Distribution of the Prepositions for and to Applied in the Test ………..……… 33

Table 4.1 The Students’ Achievements in Part A….……… 39

Table 4.2 The Students’ Achievements in Part B ……… 40

Table 4.3 Overall Students’ Achievements in the Test …..….………. 41

Table 4.4 The Errors Classification..………..……….. 43

Table 4.5 The Descriptive Analysis………...………....45

Table 4.6 The Students’ Achievement in the Test………....………… 47

Table 4.7 The Students’ Achievement in Preposition for………...…. 48

Table 4.8 The Students’ Achievement in Preposition to...………...…..48

Table 4.9 The Distribution of Syntax Errors of Preposition for...…………..61

Table 4.10 The Distribution of Syntax Errors of Preposition to………..74

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xiv

LIST OF APPENDICES

Appendix 1. Students’ Score ………. 88

Appendix 2. The Reliability of the Half Test ……. ………..90

Appendix 3. The Reliability of the Whole Test ……..………. 90

Appendix 4. The Variables of the Questionnaire ………. 91

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xv ABSTRACT

I MADE ALVIANTO PUTRA PALAMBA (2016). The Mastery of Prepositions for and to among the Sixth Semester Students at English Letters Department of Sanata Dharma University. Yogyakarta: English Letters Department, Faculty of Letters, Sanata Dharma University.

Preposition, as one of the parts of speech in English, has important rules in order to build a correct sentence. A preposition is a word showing relationship between its object and some other words in a sentence. The reason that prepositions have the name they do is that they precede nouns—they are pre-position. In English, there are several prepositions which are quite difficult to comprehend and sometimes produce some errors when they are applied in a sentence. Two of the prepositions which sometimes cause some errors when they are applied in a sentence are for and to.

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xvi ABSTRAK

I MADE ALVIANTO PUTRA PALAMBA (2016). The Mastery of Prepositions for and to among the Sixth Semester Students at English Letters Department of Sanata Dharma University. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

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1 CHAPTER I INTRODUCTION

A. Background of the Study

It is obvious that all languages have their own rules in making correct sentences, one of them is English. Being a language that is widely used by many people all over the world, English has its own rules in terms of forming a correct sentence. These rules are built in one unit called Grammar (Murcia and Freeman 1999: 3). Generally, grammar has two big elements, which are tenses and parts of speech. Noun, adjective, verb, adverb, preposition, pronoun, conjunction, and interjection are kinds of part of speech which are referred to lexical categories (Wren and Martin 2000: 17). Each part of speech has its important rules in order to build a right sentence, especially preposition, which will be explained further throughout this research. Marckwardt states that a preposition is a word showing the relationship of its object and some other words in a sentence (1948: 263).

Preposition is also categorized as one of the function words. There are many prepositions commonly used in English, such asat, in, on, from, to, for,etc. Sinclair reveals that there are approximately 100 prepositions commonly used in English sentences but the most frequent prepositions used in English sentences are to, of, and in (1991: vi). Murcia and Freeman (1999: 402) elaborate that “English prepositions are free morphemes, not bound inflectional affixes as they are in many other languages. The reason that prepositions have the name they do is that they precede nouns—they arepre-positions.” According to the previous explanation, the

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examples of the use of prepositions are: (a)She is a delegate for the state of Illinois,

(b)I run for 8 minutes, (c)These sessions are open to all members, (d)This key

belongs to her.

In mastering English as a second or foreign language, a language transfer often happens. It occurs when the second language learners translate the first language into the target language word by word. Indonesian students are the examples who learn English as the second language. Some Indonesian students who learn English as the second language still find some difficulties to decide which prepositions they have to use in a sentence, for there are some prepositions in Indonesian language which literally have the same meaning but will be different if they are translated into English. As an instance, it is recognized that the Indonesian students will translate the preposition for and to intountuk, kepada, ke, buatand bagi. Concurrently, they will struggle to translate the Indonesian prepositionsuntuk,

kepada, ke, buat andbagiinto English and decide which preposition (for orto) is

more appropriate to use, because to Indonesian students, for and to might almost share the same meaning. In fact, those prepositions are quite different since there are several rules to consider in applying them. Regarding this condition, Indonesian language may affect the way Indonesian students in mastering and understanding the use of English preposition. They may also have some difficulties in mastering the prepositionsforandtobecause of their weak understanding. As an instance, the Indonesian students may have difficulties to translate “saya berbicara kepada

semua orang yang ada di perusahaan ini” into English. Then, it might be translated

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this company”. In this case, the Indonesian students might be confused to decide which preposition they have to use in order to make the correct sentence. The sentence “I am speaking for all people in this company” has different meaning compared to “I am speakingtoall people in this company”. The prepositionforin the first sentence indicates the subject “I” as a representative of the company, “I” represents everyone who works in that company. Conversely, in the second sentence, the preposition to points out the subject “I” as the one who speaks to everyone working in that company. In conclusion, the English prepositionsforand to have their special functions when they are used in a sentence. Thus, the Indonesian students as the second language learners cannot apply them arbitrarily in a sentence.

This research focuses on measuring the ability of the sixth semester students at English Letters Department of Sanata Dharma University in using prepositionfor andtoa sentence. Moreover, the researcher is eager to identify whether or not the students find difficulties to decide which prepositions (fororto) they should use in making a correct sentence, especially in translating the Indonesian prepositions

untuk, kepada, ke, buat and bagi into English. This will be related to certain

conditions in which the students’ first language (mother tongue) influences their second language learning. Thus, it is also very important to find out whether or not the students are influenced by their first language (Indonesian) in second language (English) learning process.

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B. Problem Formulation

These are the formulated problems which are going to analyze throughout this research.

1. How accurate are the sixth semester students at English Letters Department in mastering the prepositionsforandto?

2. What causes the errors in mastering the prepositionforandto?

C. Objectives of the study

This research is conducted to achieve two objectives. The first objective is to figure out the accuracy in using prepositionforandtoamong the sixth semester students at English Letters Department of Sanata Dharma University. The accuracy in mastering those prepositions can be measured by applying certain methods, which are survey research and library research. A survey research is conducted to gather the data to be analyzed in studying the prepositions. Thus, a test will be conducted as an assessment instrument to get the data that will be analyzed to comprehend the student’s mastery in using prepositionsforandto. Meanwhile, the library research is conducted to find several related theories supporting the arguments or opinions that the researcher has made. Afterwards, as the accuracy in using the prepositionsforandtois figured out, there will be several type of errors to be identified in mastering the prepositions forand toamong the sixth semester students at English Letters Department of Sanata Dharma University.

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D. Definition Of Terms

It is very important to provide sufficient information about some terms or keywords that are specifically used in a research in order to avoid misunderstanding. The terms used in this research are mastery, accuracy, prepositions,and error. According to Fries, a mastery is a condition when a person has learned a foreign language when he has, firstly, although has limited vocabularies, mastered the sound system and has, secondly, made the structural devices matters of automatic habit (1948: 3). Moreover, Smolinski further highlights:

Mastery then of the “words”, the vocabularies, the lexicon, of even our native language is always limited, never complete. Growth in the knowledge of “meanings” accompanies our expanding experience. The mastery of the “words”, the vocabulary, of a foreign language is also bound by our factual experience and takes time. There are no short cuts to a control of the complete vocabulary of a foreign language (1993: 52).

He also adds that in learning a foreign language, the mastery of that language concerns the mastery of the features of arrangement that constitute the structure of the language.

The second term is accuracy. According to Smolinski (1993: 52), the accuracy does not always concern about the so-called “correctness” of the common handbooks—the spelling pronunciation often advocated there, the forms of words pronounced in isolation, or the school mastered structures that have no vogue outside the classroom. Nevertheless, the accuracy here mostly refers to an accuracy based on a realistic description of the actual language as used by native speakers in carrying their affairs—the exact reproduction of all parts of whole utterances as they appear in the normal conversation of native speaker.

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The third term is preposition. Prepositions in English are a well-known challenges for English learners as a second language, as they are one of the most problematic areas (Lindstromberg, 1991 and Capel, 1993). This research will specifically discuss about prepositions forand toin which the students find some difficulties to apply them properly in a sentence.

The fourth term is error. Norrish argues that error is a systematic deviation, when a learner has not learned something and consistently gets it wrong (1983: 7). This study proposes the term “error” because the main goal of this research is to find out several errors that contribute to the students’ mastery of prepositions for andto.

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7 CHAPTER II

THEORETICAL REVIEW

A. Review of Related Studies

Throughout this part, there are three studies reviewed from previous researchers related to the research. The first one is from an undergraduate thesis conducted by Marsilus Marsell Wibowo (2012) entitledThe Mastery of Preposition at, in, and on among The Seventh Semester Students at English Letters Department of Sanata Dharma University.Wibowo’s thesis was a survey research concerning about the mastery of prepositionat, in andonamong the university students who took English as their major. The objects of his study were the seventh semester students at English Letters Department in academic year 2012/2013. In order to answer the formulated problems, Wibowo used several methods, which were a questionnaire or a test as the instrument and random sampling to gather the data.

He revealed, based on the Academic Regulation 2010 of Sanata Dharma University, that the mastery of the seventh semester students in using the prepositions of placeat, in, andonwas sufficient. The students’ average score was 16.69 (66,76%) in which 64.10% students were considered to enter the category of sufficient. The achievement fell above the minimum passing grade according to the academic regulation of Sanata Dharma University. Based on this research, the researcher found out that the students’ problem in mastering the prepositions of placeat, in,andonwas on the application of prepositionat, in which there was only 53% of correct numbers that the students made. It means that there was 47% of

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incorrect numbers in the test. Wibowo also identified the possible factors that cause the students’ difficulties in learning the prepositions of place at, in, andon which were interference (the problem that is caused by the influence of the first language, Indonesian), overlapping, and overgeneralization.

The second is from an undergraduate thesis written by Maya Elfrida Sianipar (2007) entitled The Functions, Positions and Meanings of for and to prepositional phrases in Jeanette Winterson`s sexing the cherry. In her thesis, she described that the data collection and the data analysis took place simultaneously; firstly, the data were collected by signing the samples to be taken, which were the prepositional phrases containing prepositionsfor andto,and then classified the data by considering the circumstances around both prepositions in order to find out the prepositional phrases showing time, place, and movement. Finally, she analyzed the prepositionsforandtoto find the functions, the positions and also to find the meaning of each prepositions.

As a result, after doing the steps in the method of the study, she figured out that prepositional phrases withforcan function as an adjunct and a post modifier of a noun phrase, while prepositional phrases withtocan function as an adjunct, a post modifier of a noun phrase, a complementation of a verb, and as a complementation of an adjective. The positions owned by both prepositions can be in the initial, medial, and final (end) position. The meanings of prepositionforshowing time are duration or the length of the time, occasion, and target; to show place, preposition for can mean target, position, and distance. The preposition to showing time can indicate the time (before an exact hour on the clock), continuity, and target; to

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introduce place, this preposition can mean position, target, and distance. At last, in showing movement, the preposition to can mean “from starting point to destination”.

The third is from an article written by Norwati Roslim (2014) entitled Prepositions and ESL Learners: the Malaysian Scenario. This article presented by Roslim was a review of the literature on prepositions with a focus on definitions and main difficulties faced by Malaysian students. She figured out that the problem that the Malaysian ESL learners may have in using prepositions was the differences between the use of prepositions in the English language and in the first language of the Malaysian ESL users, that is, Bahasa Melayu. In Malaysian context, it is quite relevant to compare the prepositions in the English language and Malay in an attempt to determine whether there would be difficulties in learning or acquiring English prepositions faced by students whose mother tongue as well as medium of instruction is Malay. Furthermore, she also revealed, as cited from Yong (2001), that Malaysian and Indonesian learners revealed the problems between the Malay and the Indonesian learners in using prepositions were quite similar. Errors were found in the use of correct preposition after a verb, adjective or noun in expressions like addto,attendto,allowfor,hopefor,consciousof,and basedon. These learners also showed the problem in choosing the right preposition in fixed expressions like withgreat courtesy, inanger, bythe back door, onthe radio, bytrain.

Based on the three researches previously, the researcher concludes some points. First of all, the researcher discovers something new closely related to the prepositions in which the Indonesian students find difficulties to comprehend. In

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his research, Wibowo examined the prepositions of placeat, in, andon that often cause some errors for English Learners (Indonesian students) to be mastered. Then, regarding this problem, this research will analyze other English prepositions in which the Indonesian learners also find some difficulties to comprehend them, which are the prepositionsforandto.

Secondly, the researcher finds several similarities between those researches and the current research. The researcher finds that this research is similar to research conducted by Wibowo, in which the researcher will use several methods, namely test as the research instrument and the use of random sampling to gather the data. The researcher also figures out that this research is identical to Roslim’s research, which is identifying students’ difficulties in learning English as the Second Language. This research will also improve the research done by Wibowo, in which several methods that are not mentioned yet will be provided, such as the theory of random sampling in data gathering procedure.

On the other hand, the researcher realizes that there are also several differences between the previous researches and this research. Firstly, unlike the previous researches, the respondents in this research are the sixth semester students of academic year 2015/2016 at English Letters Department of Sanata Dharma University. Secondly, this research only focuses on the mastery of the students in mastering the preposition offorandto, different from Wibowo’s research, in which his research focused on the preposition of placeat, in,andon. Thirdly, this research differs from Sianipar’s, for this study only focuses on the mastery of the use of prepositionsforandtowhereas she focuses on identifying the functions, positions,

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and meanings of prepositions for and to. The last, this research is dissimilar to Roslim’s research, for her research focuses on the definitions and main difficulties of prepositions faced by Malaysian students.

B. Review of Related Theories 1. Preposition

In English, preposition is an important class of function words. According to Yu, prepositions belong to functional parts of speech and are rather active (2014: 1). She also adds that in English, some prepositions are among the most common words. She says that “Linguists argue that English language is a prepositional one, which indicates that the preposition is one of the most useful and active parts of speech in English” (cited from Li, 2007: 11). Moreover, according to Roslim (2014: 1), as cited form Kaplan (1989) and Hughes (1992), preposition is also defined as a word or group of words and often has meanings which have something to do with location or direction and movement and also time or method. She also mentions that the majority of prepositions express relationship between things and events and their basic sense is spatial (Borjars and Burridge, 2001). Furthermore, Delija and Koruti, in their research, further explain that prepositions are very confusing and sometimes hardly understandable even for native speakers, and when it comes to students who learn English as second language, the problem is much bigger, for they have to understand all the nuances of the English prepositions, to memorize them and to properly use them (2013: 125).

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a. Prepositionfor

The preposition foris one of the English prepositions which is difficult to learn since it often causes some errors in a sentence. Indonesian students who learn English as the second language find some difficulties whether to useforortoas the appropriate one in a sentence. Compared to the prepositionto,foris more confusing because the meaning offorseems abstract, manifold, and elusive (Lindstromberg, 2010: 224). He then classifies the senses/usages of prepositionforas follows.

i. Representation: She is a delegate for the State of Illinois; [Take this] for example.

ii. Substitution: X can substitutefory.

iii. Price, payment, compensation, thanks: You can have “x”for“y” Euros; Paymentforyour time; Compensationforloss of…; I am gratefulfor…. iv. Intended recipient: This isforyou.

v. Intended destination: Leaveforwork

vi. Aim, purpose, reason: aimfor, lookfor, try for; Go out fora smoke; He livesforhimself alone.

vii. Reason/Cause: jumpforjoy; It looks the worseforwear.

viii. Function: Pens areforwriting with; Patience is necessaryforthis work. ix. Quantity as related to a purpose: Enough moneyforschool.

x. Support: He’sforhigher taxes. xi. Choice: vote/optforchange.

xii. Affecting the interests or condition of: “X” is good/badforyou. xiii. Object of concern: Carefor“x”; be responsiblefor“x”.

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xiv. Object of emotion: Love/hate somebodyforhaving done “x”; wishfor“x”; Oh, [what I wouldn’t give]fora cold beer!

xv. Appropriacy: This is a good/appropriate remedyforheadaches.

xvi. Relevance~ ‘with regard to’:Formy part, I’m going home; You can drop deadforall I care.

E.g.For…to: It’s unusualfor him to do that kind of thing; What I want is foryou to leave.

xvii. Attitude: Take somebodyforgranted; [take something]forcertain/sure. xviii. Indicating a distance: run (for) a mile.

xix. Indicating a length of time: runfor8 minutes;forever. xx. Indicating an occasion in a series: I’m hereforthe 2nd time. xxi. In relation to a norm:Fora woman of 90, she’s very active.

Lindstromberg adds that there would be a number of kinships across them. As instances:

– The expression leave forwork (category ‘ii’) seems to be an instance of ‘substitution’ (category ‘i’) since it really means something like leave home for work. – Categories (iii) and (iv) seem to have a lot in common. For instance, support for someone or something (iii) can affect its interests or condition (iv).

– The last sub-category in (ii), ‘Quantity as related to a purpose’, seems to be a special case of ‘relevance’ (category ‘v’).

Regarding this additional number of kinship, Lindstromberg aim’s is to purpose the possibility that the usage in categories (i)-(xxi) have more in common that emerges from their presentation in traditional list form (2010: 225).

In this research, the researcher provides the function of preposition for according to Oxford Advanced Learner’s Dictionary 8th_{Edition as well. To make a}

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better view of the list of the functions of preposition for, the table is displayed below.

Table 2.1 The Functions of Prepositionfortaken from Oxford Advanced Learner’s Dictionary 8th_Edition

No. Functions Examples

To show who is intended to have or use something or where something is intended to be put

 There is a letterforyou.

 It is a bookforchildren.

 We got a new tableforthe dining room.

2. To express who help somebody/something

 What can I doforyou?

 Can you translate this letterforme?

 I took her classesforher while she was sick.

 Soldiers fightfortheir country. 3. To concern somebody/something

 They are anxiousforher safety.

 Fortunatelyforus, the weather changed.

4. To show someone/something as a representative

 I am speakingforeveryone in this department.

5. To show who is employed (by) _ She is workingforIBM.

6. To reveal the meaning of something  Shaking your headfor“NO” is not universal.

7. To support somebody/something

 Are youforor against the proposal?

 They votedforindependence in a referendum.

 There is a strong caseforpostponing the exam.

 I’m allforpeople having fun.

8. To show purpose or function

 A machineforslicing bread.

 Let’s gofora walk.

 Are you learning Englishfor

pleasure orforyour work? What did you do thatfor?

9. To show a reason or cause

 The town is famousforits cathedral.

 She gave me a watchformy birthday.

 He got an awardforbravery.

10. To obtain something

 He comes to meforadvice.

 Formore information, call this number.

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No. Functions Examples

11. To express an exchange for something

 Copies are availablefortwo dollars each.

 I’ll swap these two bottlesforthat one.

12. To consider what can be expected from somebody/something

 The weather was warmforthe time of year.

 She’s tallforher age.

 That’s too much responsibilityfora child.

13. To express the better, happier, etc. feeling of something

 You’ll feel betterfora good night’s sleep.

 This room would look more cheerful

fora spot of paint. 14. To show where somebody/something is

going

 Is this the busforChicago?

 She knew she was destinedfora great future.

15. To show a length of time  I’m going awayfora few days.

 That’s all the news there isfornow. 16. To show that something is arranged or

intended to happen at a particular time

 An appointmentforMay 12.

 We’re invitedfor7.30.

17.

To show how difficult, necessary, pleasant, etc. something is that somebody might do or has done

 It’s uselessforus to continue.

 There’s no needforyou to go.

 Forher to have survived such an ordeal was remarkable.

 The box is too heavyforme to lift.

 Is it clear enoughforyou to read? 18. To show who can or should do

something

 It’s notforme to say why he left.

 How to spend the money isforyou to decide.

Here are some examples of words (verbs, nouns, and adjectives) that are typically associated with prepositionfor.

Table 2.2 The List of Words Typically Associated with Prepositionfor

For Verb advertise aim apply appeal ask arrange argue campaign call clamour cook claim criticize contend grope head hunt hanker hope hunger honor Pray press praise plead petition pardon pay send set scold scorn sentence struggle strive

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For Verb account admire allow bargain beg blame bound bless bid book compete dance deliver deserve except fight fish forage forgive feel insure last look long lust leave make neglect owe pine pity prepare punish qualify rent reward run sacrifice scavenge search sell start thank vote wait walk wish watch yearn Adjectives (un)appropri ate bound certain convenient eager famous fit free (un)fit hard hungry important late necessary (un)prepared qualified (un)ready real ripe (un)suitable sure sorry sufficient useful Nouns admiration affection affinity appreciation application argument battle contempt claim case candidate contender competition campaign disdain dislike disregard disrespect distaste design demand desire enthusiasm fight hatred love Lust mania nostalgia partiality passion predilection plan proposal plea petition request struggle wish weakness vote

b. Prepositionto

As a preposition, the basic spatial meaning of tois used to express certain verbs of giving and sending such as transmit, forward, (re)direct, communicate, distribute, transfer, grant, etc. – as well as with verbs of intended or potential giving or sending such as allot and assign (Lindstromberg, 2010: 233). Moreover, according to Close (1975: 166), the preposition toexpresses relationship in space.

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The following are the views of prepositiontoreferring to movement or position in space.

i. In relation to a point, or dimension unspecified X GotoX

Y X Go from XtoY

Y Go backtoY

ii. Analysis of going to X

X We are coming/gettingtoX iii. In relation to a surface, two dimensions

Go on (to) the platform iv. In relation to a space, three dimension

Come in (to) my office

Furthermore, to make a better understanding of the use of prepositionto, the researcher provides the functions of prepositiontoalong with the examples of each function according to Oxford Advanced Learner’s Dictionary 8th_{Edition as follows.}

Table 2.3 The Functions of Prepositiontotaken from Oxford Advanced Learner’s Dictionary 8th_Edition

No. Functions Examples

1. To show the direction of something; towards something

 I walkedtothe office.

 He’s goingtoParis.

 It was my first visittoAfrica.

 He pointedtosomething on the opposite bank.

(to) the something (of something) located in the direction mentioned from something

 Place the cursortothe left of the first word.

 There are mountainstothe north. 3. To show something is as far as

something

 The meadows lead downtothe river.

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No. Functions Examples

4. To reach a particular state

 The vegetables were cookedto

perfection.

 The letter reduced hertotears

5. To show the end or limit of a range or period of time

 A drop in profits from $105 million

toaround $75 million.

 I like all kinds of music from operato

reggae.

 I watched the programs from the beginningtoend.

6. To show (something) before the start of something

 How long is ittolunch?

 It’s fivetoten (= five minutes before ten o’clock).

7. To show the person or thing that receives something

 He gave ittohis sister.

 I will explaintoyou where everything goes.

 I am deeply gratefultomy parents.

 Towhom did she address the letter? 8. To show the person or thing that is

affected by an action

 She is devotedtoher family.

 What have you donetoyour hair? 9. To show that two things are attached

or connected  Attach this ropetofront of the car. 10. To show a relationship between one

person or thing and another

 She is marriedtoan Italian.

 The keytothe door.

 The solutiontothis problem. 11. To show something is directed toward;

concerning

 It was a threattoworld peace.

 She made a referencetoher recent book.

12. To introduce the second part of a comparison or ratio

 I prefer walkingtoclimbing.

 The industry today is nothingtowhat it once was.

13. To show a quantity or rate  There are 2.54 centimeterstoan inch.

 This car does 30 milestothe gallon. 14. To show an honor towards

somebody/something

 A monumenttothe soldiers who died in the war.

 Let’s drinktoJulia and her new job. 15.

To show something happens while something else is happening or being done.

 He left the stagetoprolonged applause.

16. To show somebody’s attitude or reaction to something

 His music is not reallytomy taste.

 Toher astonishment, he smiled. 17. To show what somebody’s opinion or

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In this part, some examples of words (verbs, adjectives, adverbs, nouns) that are typically associated with prepositiontoare also provided. The following is the list of each group of words.

Table 2.4 The List of Words Typically Associated with Prepositionto

To Verbs announce apologize allot assert attribute appear attract assign admit attach beckon boast brag belong come chat complain change convert communicate connect correspond compare confess conform consent degenerate distribute draw (re)direct describe explain fall forward grant give go happen hasten increase invite join lead lend lie listen mention object offer present report return relate respond refer remark repeat reply report sentence say show speak sell state seem sound submit supply surrender talk turn transmit transfer taste travel wave write Adjectives accustomed adjacent allergic answerable attentive averse available accessible close courteous cruel central comparable contrary disloyal deaf dear due equal equivalent essential evident fair faithful friendly friendly generous grateful harmful hostile helpful indifferent identical immune impervious indebted inferior irrelevant kind known loyal liable nice obedient obvious open partial parallel preferable proportional peculiar plain prone rude sacred sympathetic subordinate superior susceptible subject thankful true unfair unfaithful unkind unaccustomed used useful vital vulnerable Adverbs across along away back down round Noun friendliness hostility helpfulness mystery surprise

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c. Indonesian Prepositionuntuk,kepada, ke, buatandbagi

The following are the theories of Indonesian prepositionsuntuk,kepada, ke, buat and bagi, which are provided to see the influence of the source language (Indonesian) in the process of learning the second language (English).

i. Indonesian Prepositionuntuk

Chaer states that the prepositionuntukis used to reveal “aim” or “intended action” which precedes pronoun, as in (a) Beliau membawakan oleh-oleh untuk kami, (b) Pupuk dikirim untuk para petani, (c) Ayah membeli sepatu untuk kami (2011: 136). Moreover, Ramlan (1980: 116) explains that the prepositionuntukis used to indicate “functions” of something, as in (a)Sampah lain yang masih tersisa diproses menjadi kompos yang dapat dijual untuk pupuk, (b) Bagian tengah lapangan itu dibiarkan kosong untuk upacara.

ii. Indonesian Prepositionkepada

The Indonesian prepositionkepadais used to indicate “intended recipient”. It occurs before the object in a sentence in which the predicate of the sentence means “directed towards something”, as in (a) Persoalan itu telah dilaporkan kepada gubernur,(b)harus melapor dulu kepada bagian keamanan(Chaer, 2011: 131).

Meanwhile, Ramlan (1980: 77) explains further about the use of Indonesian prepositionkepadaaccording to its rules which can be seen as follows.

a) Kepada is used to indicate the “recipient”, meaning that the recipient “receives” something form the “agent”. For examples:

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 Panggilan itu dilakukan dengan mengirimkan surat panggilan kepada pungusaha.

 Hasilnya diserahkan kepada orang-orang miskin.

b) Kepadais used to indicate “something or someone which is intended to”  Lampu-lampu sudah diarahkan kepada kita.

 Saya sangat tertarik kepada pendidikan masyarakat. c) Kepadais used to indicate the “object”

 Orang tua itu sayang kepada anak-anaknya.

 Takut kepada Tuhan berarti menjalankan segala perintahnya.

iii. Indonesian Prepositionke

According to Chaer (2011: 130), the Indonesian preposition ke is used to reveal “the places where someone or something goes” which precedes before noun that indicates place, as in (a) Ibu pergi ke kantor pos, (b) Paman berangkat ke Surabaya, (c)Kami akan berdarmawisata ke Candi Borobudur.Another function of Indonesian prepositionkeis to say where something or someone moves, which precedes before “adverb of time” in a sentence, as in (a)Dia pergi beristirahat ke Pulau Bali, (b)Yang berminat harap mendaftarkan diri ke kantor usaha.

iv. Indonesian Prepositionbuat

According to Chaer, the Indonesian preposition buat is used as the variant of Indonesian preposition untuk. Unfortunately, this Indonesian preposition is not

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recommended to use, for it has the same meaning to the Indonesian preposition untuk(2011: 137). The example is (a)Ibu membawakan bunga buat kami.

v. Indonesian Prepositionbagi

According to Ramlan (1980: 36), the Indonesian prepositionbagiis used to indicate the term “intended”, which is in line with the use of the Indonesian preposition untuk. For examples: (a)Cabang-cabang produksi yang penting bagi Negara dan yang menguasai hidup orang banyak dikuasai Negara,(b)Perumahan bagi prajurit dan keluarganya merupakan kebutuhan yang utama.

2. Types of Errors in Second Language Acquisition a. Interlingual Transfer

Interlingual transfer refers to the beginning or the early stages of learning a second language. Through the early stages, before the system of the second language is familiar to the second language learners, the native language is the only linguistic system in previous experience upon which the learner can draw (Brown, 1987: 177). The examples of interlingual transfer can be found when some English students tend to say ‘sheep’ for ‘ship’ or ‘the book of Math’ rather than ‘Math’s book’. These sentences refer to the negative inter-language transfer in learning English as a second language. According to Brown (1987: 177), the negative inter-language transfer or errors in inter-language transfer can be detectable in learner’s speech.

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b. Interference

Another problem that often causes error in comprehending certain languages is interference. Interference is the first language influence on second language performance (Krashen, 1981: 64). He further explains that the first language influence may therefore be an indication of low acquisition (Kranshen, 1981; 67). In this case, interference becomes a problem on language acquisition for Indonesian learners in mastering English as a second language since the first language, which is Indonesian, may affect them.

Bhela (1999: 23), as cited from Ellis (1997), interference refers to a ‘transfer’, which he says 'the influence that the learner’s first language exerts over the acquisition of a second language. He argues that transfer is governed by learners’ perceptions about what is transferable and by their stage of development in second learning. Moreover, Selinker (1971), Seligar (1988), and Ellis (1997) argue that in learning a target language, learners construct their own interim rules with the use of their first language knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the second language for transfer to be possible.

c. Intralingual Transfer

According to Delija and Koruti, intralingual error is the condition where errors occur due to partial learning of the target language (2013: 1). They adds, as cited from Brown (1987), that intralingual refers to the overgeneralization error which involves the incorrect application of the previously learned second language

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material to a present second language context. They also mention that intralingual transfer can be attributed to the ignorance of rule restriction which according to Richards and Sampson means “applying rules to contexts to which they do not apply” (1974).

According to Ellis (1994: 59), overgeneralization errors appear when the learner creates a deviant structure on the basis of other structures in the target languages. This will involve the creation of one deviant structure in place of two target language structures. As an example, a learner says “He will moves” where English allows “He will move” and “He moves”.

3. Validity and Reliability of the Test

Since this research is a quantitative research, it always depends on the measurement. There will be two essential criteria of the quality of any measuring instrument: validity and reliability. The following is the further description of the validity and reliability of a test.

a. Validity of the Test

In addition to be reliable, good measuring instruments should be valid (Sprinthallet al, 1991: 37). Meaning to say that a test should actually measure what it purports to measure. They further explain that it is important to remember that instruments are valid only for a particular purpose. A test that has been validated for one purpose cannot be assumed to be necessary valid for any other use unless it has also been proven to be valid for that purpose. Donal Ary, Lucy Cheser Jacobs, and Asghar Razavieh argue that “the focus of recent views of validity is not on the

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instrument itself but on the interpretation and meaning of the scores derived from the instrument” (2002: 242). This research measures the students’ ability in mastering the use of English prepositionforandto. Therefore, in order to be valid, the test that will be conducted should be concerning the English prepositions for andto.

According to Neuman (2011: 212), there are four types of measurement validity, namely face validity, content validity, criterion validity, and construct validity.Here are the explanations of each types.

i. Face Validity

Face validity is the most basic and easiest type of validity to achieve. Face validity is a type of measurement validity in which an indicator “makes sense” as a measure of test in the judgment of others, especially in the specific community. ii. Content Validity

Content validity addresses this question: is the full content of a definition represented in a measure? In this type of validity, the measurements should represent all ideas or areas in the conceptual space. On other words, content validity requires a test that represents all aspects of the conceptual definition of a construct. iii. Criterion Validity

This type of measurement ability applies several standards or criteria in order to point out the test accurately. The validity of a test is verified by comparing it to another measure of the same construct in which a researcher has confidence. This type has two subtypes, namely concurrent validity and predictive validity. Concurrent validityis measurement validity that relies on a preexisting and already

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accepted measure to verify the indicator of a construct. Predictive validity is measurement validity that relies on the occurrence of a future event or behavior that is logically consistent to verify the indicator of a construct.

iv. Construct Validity

Construct validity is for measures with multiple indicators. It address this question: if the measure is valid, do the various indicators operate in a consistent manner? This measurement validity requires a definition with clearly specified conceptual boundaries. This validity covers two subtypes of validity, namely convergent validity and discriminant validity. Convergent validity is a type of measurement validity for multiple indicators based on the idea that indicators of one construct will act alike or converge. Discriminant validity is a type of measurement validity for multiple indicators based on the idea that indicators of different construct diverge.

b. Reliability of the Test

According to Richard C. Sprinthall, Gregory T. Schmutte, and Lee Sirois, reliability refers to the consistency with which a test or instrument produces result (1991: 34). They further highlight that the basic question addressed by reliability is whether a test given at one time will give the same result if given at another time under the same conditions. Neuman (2011: 208) also argues that measurement reliability means that the numerical results an indicator produces do not vary because of characteristics of the measurement process or measurement instrument

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itself. To sum up, a test is called reliable when it is tested on a similar group in similar condition, the result remains the same.

Ary et al assumes that reliability concerns with how consistently a researcher measures whatever she/he measures (2002: 251). Moreover, they add that the reliability won’t concern about the meaning and interpretation of the scores, for they are more associated with the theory of validity. A measuring instrument can be reliable without being valid. Nevertheless, it cannot be valid unless it is first reliable. As an instance, a researcher decides to measure intelligence by determining the circumference of the head. The measurements may be reliable (consistent from time to time), yet this method will not be considered valid if the circumference of the head does not correlate with any other criteria of intelligence nor is it predicted by any theory intelligence. Regarding this research, the instrument (test) that will be conducted might be reliable, yet it cannot be valid unless the instrument correlates with the theory and function of preposition forand to or contribute the functions of the prepositionsforandtowhich have been applied in this research.

In measuring the reliability of the test, the researcher uses one of the methods, which is thesplit-half technique(Sprinthallet al, 1991: 35). Thesplit-half techniqueof reliability is one kind of internal-consistency reliability, in which a test requires only a single administration of one form of a test (Ary et al, 2002: 256). The test is split into two halves, and correlates the individual’s scores on the two halves; the first half (the odd-numbered items) was labelled X and the second half (even-numbered items) was labelled Y. Thus, the researcher uses The Pearson

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product-moment coefficient formula to determine the reliability of the test (Sugiyono, 2010: 255). The formula can be seen as follows.

Where ∑ (xy) = sum of the x times y scores ∑ (x²) = sum of the x squared scores ∑ (y²) = sum of the y squared scores r = Pearson

Then, to indicate the reliability of the whole test, the Spearman-Brown Prophecy formula is needed. The formula can be seen as follows:

r = 2r (half-test) 1 + r (half-test)

Where r = The Spearman-Brown’s coefficient of reliability r (half-test) = The Pearson’s Correlation coefficient

According to Ary et al, researchers must inquire into the validity and reliability of the scores derived from instruments (test) used in a study and must include this information in the researcher’s thesis as a repost. Nevertheless, if the data are not included with valid and reliable instruments, the readers might have little faith in the results gained or in the conclusions based on the results (2002: 242).

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C. Theoretical Framework

Regarding the errors that contribute to the students’ difficulties in mastering the prepositionsforandtothat should be figured out, several theories are applied. Firstly, the theories of English prepositions for andto will be applied in order to measure the mastery level of the sixth semester students of English Letters Department in Sanata Dharma University in academic year 2015/2016. Thus, a test should be conducted to measure the accuracy of the sixth semester students at English Letters Department in mastering the prepositions offorandto.

Secondly, there are also theories of Indonesian prepositionsuntuk,kepada, ke, buatandbagiand the language transfer that should be applied. These theories of Indonesian prepositions are used to indicate if the Indonesian language as the first language of the students will influence their second language learning. The last, the theories of error in language acquisition are used to indicate what seems to be the problems that will influence the students in mastering English prepositions forandto.

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CHAPTER III METHODOLOGY

A. Object of the Study

The objects of this research were the sixth semester students of the 2015/2016 academic year, in English Letters Department of Sanata Dharma University. The sixth semester students were chosen to be the object of this research because the researcher intended to measure their ability in mastering the English prepositionsforandto. Besides, the researcher also expected that the sixth semester students had already mastered the use of each preposition as part of English Grammar lesson that they had studied form first semester to fifth semester (Structure I to Structure V).

B. Approach of the Study

The approach of the study applied in this research was the syntactic approach. According to Guralnik, syntax is the study of the arrangement of words as the elements in a sentence to show their relationship one another (1986: 1444). Moreover, syntax can also be defined as the rules, which specify how words may be combined with each other to produce grammatical and well-performed sentence (Fromkin, 2000: 90). She also adds that syntax is made up of formal rules, which are formulated in a precise way with clearly defined properties.

The syntactic approach was applied because this research dealt with the usage of prepositions for and to as the elements to form a correct sentence.

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Furthermore, this approach was applied to identify the usage of rules of both prepositions in order to build a well-performed sentence.

C. Method of the Study 1. Data Collection

As mentioned previously, the objects of this research were the sixth semester students at English Letters Department of Sanata Dharma University. Due to the fact that the object referred to a group of person, the researcher then used the theory of population. According to Sprinthall et al, the term population (or universe) refers to the entire group of persons, things, or events that shares at least one common trait (1991: 27). They further highlight that

……..if a researcher wish to identify the population of college students, the factor of being a college student would be the common trait, and you would then have to list each and every such students in the entire world ─ a modest little assignment. Or if you wished to add another trait, you might limit your population to U.S. college students, or by adding a third trait, to U.S. college students attending state university. Obviously, the more traits you add, the more you limit the designated population…

It means that the more traits that can be shared among the population chosen to be the object of a research, the more the researcher limit the populations of his object. Regarding this statement, the researcher then chose the sixth semester students at English Letters Department of Sanata Dharma University as the object of this research, for they shared some traits in common; they are students of English Letters Department of the 2015/2016 academic year who are studying in Sanata Dharma University and have passed the Structure I to Structure V.

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Throughout this research, the researcher decided to use a random sampling technique for achieving representative samples from the total number of population. Sprinthallet alstate that random sampling demands that each member of the entire population must have an equal chance of being included, and that there is no member of the population may be systematically excluded (1991: 28). Concerning to this statement, the researcher chose the object of this research by considering their equal traits, which is the students of English Letters Department in Sanata Dharma University of the academic year 2015/2016.

Since this research was a quantitative research, a test should be administered. According to Brown (2001: 384), a test is a method of measuring a person’s ability or knowledge in a given domain. He further explains that:

“A test is first a method. It is a set of techniques, procedures, and items that constitute an instrument of some sort that requires performance or activity on the part of the test-taker (and sometimes on the part of the tester as well), the someone’s authenticity of pronunciation, or it may be quite explicit and structured, as in a multiple-choice technique in which correct responses have already been specified by some “objectives” means.” (2001: 384) A test was administered by the researcher to comprehend the language acquisition of using English prepositionsforandtoamong the students. Since a test is commonly used as the instrument in collecting data to measure someone’s ability or competence in particular environments or circumstances, the researcher then decided to use this type of measurement instrument as the data collecting instrument. The researcher therefore applied a diagnostic test since it was designed to diagnose a particular aspect of language (Brown, 2001: 390). This kind of test would differentiate someone’s ability from others in a particular language.

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The test administered in this research was divided into two parts. The first part of the test was gap-filling task. This type of test was designed to see whether or not the students could differentiate the use of prepositionsforandto. This gap-filling task was also used to measure grammatical form and meaning of each preposition (Purpura, 2004: 135). In this part, the students were required to fill the blanks in the given sentences either using prepositionfororto. The objective of this part was the students were able to show their ability in using the prepositionsfor

andtoin a sentence.

The second part was structure recognition test in form of multiple choice. According to Lado, this structure recognition test presented utterances/sentences to the students which contain the structure problem and to determine whether or not the students understand the use of certain structure (1961: 150). In this part, the students were required to choose (aor b) which English translations was the best for the Indonesian sentences. The objectives of this part was the students were able to make a distinction between the rules of Indonesians prepositionsuntuk,kepada, ke, buatandbagiif they were translated intofororto. To make a better view of the test that was conducted in this research, the researcher showed the distribution of functions of the prepositionsforandtothat were used in the test as follows.

Table 3.1 The Blueprint of the Distribution of the Prepositionsfor

andtoApplied in the Test

No.

Prepositions Questions

number in Part A

Questions number in

Part B

Type Functions

1 For

To show who is intended to have or use something or where something

is intended to be put

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-No. Prepositions Questions number in Part A Questions number in Part B Type Functions 2 For

To express who help

somebody/something 17 -3 To concern somebody/something - -4 To show someone/something as a

representative 12

-5 To show who is employed (by) 8 3 6 To reveal the meaning of something 6,14 -7 To support somebody/something - -8 To show purpose or function -

-9 To show a reason or cause -

-10 To obtain something 3

-11 To express an exchange for

something -

-12 To consider what can be expected

from somebody/something 2,15 -13 To express the better, happier, etc.

feeling of something - 4

14 To show where

somebody/something is going 16

-15 To show a length of time 5

-16

To show that something is arranged or intended to happen at a particular

time

-17

To show how difficult, necessary, pleasant, etc. something is that somebody might do or has done

-18 To show who can or should do

something - 5

19 To To show the direction of something;

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-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

somebody/something -

-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

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-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 prepositionfor andtoas 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 prepositionsforand

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 prepositionforwere 2, 3, 5, 6, 8, 12, 14, 15, 16, 17, 18, and 19. In part B, the item numbers which contained preposition forwere 3, 4, and 5. Meanwhile, according to the table, the distribution of prepositiontoin 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

towere 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 prepositionsforandto.

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Appendix 2. The Reliability of the Half Test

r = _6382____ √(6936) (6054)

r = 2674_ √6480

r = 0. 98

Appendix 3. The Reliability of the Whole Test

r = __2r___ 1 + r

r = _2(0.98)_ 1 + (0.98)

r = 1.95 1.98

r =0.99

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Appendix 4. The Variables of the Questionnaire

Student number Total (x+y) x y x2 y2 xy

13 - 042 19 12 7 144 49 84

13 - 047 23 13 10 169 100 130

13 - 052 21 12 9 144 81 108

13 - 054 27 13 14 169 196 182

13 - 057 21 10 11 100 121 110

13 - 059 30 16 14 256 196 224

13 - 075 25 15 10 225 100 150

13 - 080 28 15 13 225 169 195

13 - 081 19 11 8 121 64 88

13 - 082 23 12 11 144 121 132

13 - 085 22 12 10 144 100 120

13 - 087 18 9 9 81 81 81

13 - 088 23 12 11 144 121 132

13 - 089 23 13 10 169 100 130

13 - 090 20 9 11 81 121 99

13 - 092 21 9 12 81 144 108

13 - 095 25 11 14 121 196 154

13 - 096 23 14 9 196 81 126

13 - 097 16 7 9 49 81 63

13 - 099 20 11 9 121 81 99

13 - 100 28 15 13 225 169 195

13 - 105 18 9 9 81 81 81

13 - 108 17 7 10 49 100 70

13 - 113 19 10 9 100 81 90

13 - 116 23 12 11 144 121 132

13 - 117 23 12 11 144 121 132

13 - 119 19 10 9 100 81 90

13 - 120 22 11 11 121 121 121

13 - 123 22 11 11 121 121 121

13 - 124 18 7 11 49 121 77

13 - 125 26 13 13 169 169 169

13 - 126 30 16 14 256 196 224

13 - 127 27 15 12 225 144 180

13 - 128 26 14 12 196 144 168

13 - 132 22 11 11 121 121 121

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Student number Total (x+y) x y x2 y2 xy

13 - 134 26 14 12 196 144 168

13 - 136 27 14 13 196 169 182

13 - 137 18 8 10 64 100 80

13 - 139 27 13 14 169 196 182

13 - 140 23 12 11 144 121 132

13 - 144 22 11 11 121 121 121

13 - 146 18 9 9 81 81 81

13 - 147 26 13 13 169 169 169

13 - 150 26 13 13 169 169 169

13 - 151 23 11 12 121 144 132

13 - 152 23 12 11 144 121 132

13 - 153 17 8 9 64 81 72

13 - 154 25 13 12 169 144 156

∑ 1110 572 538 6936 6054 6382

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1. The vegetables were cooked __________ perfection.

2. She looks young __________ her age. 3. They were eager __________ revenge. 4. Attach a recent photograph __________

your application form.

5. We had been talking __________ a good half hour.

6. Shaking your head __________ “NO” is not universal.

7. Does your interest in nuclear physics extend __________ nuclear weaponry?

8. I’ve applied _________ a job at the factory, I don’t know if I’ll get it.

9. Offices handling everything from espionage _____ assassination.

10. I woke __________ the sound of torrential rain.

11. __________ her astonishment, he smiled. 12. Paisley claims to speak __________ the

majority of local people.

13. There will be a visit __________ the theater. 14. What’s the proper word __________ those

things?

15. That’s too much responsibility __________ a child.

16. Tomorrow morning I have to catch a plane. I’m leaving my house __________ the airport at 7.30.

17. Let me carry that bag __________ you. 18. We’re invited __________ 7.30.

19. __________ her to have survived such an ordeal was remarkable.

20. The meadows lead down __________ the river.

21. The letter reduced her __________ tears. 22. Colleges of education may have anything

from a few hundred __________ nearly 2000 students.

23. She was always wonderfully kind __________ me.

24. It was my first visit __________ Africa. Part B. Circle the letter (aorb) that corresponds to your answer!

1. Akan ada sebuah solusi untuk masalah ini. a. There will be a solution for this problem. b. There will be a solution to this problem. 2. Ini adalah sebuah ancaman bagi kedamaian

dunia.

a. It was a threat to world peace. b. It was a threat for world peace. 3. Dia bermain untuk Denver. a. He plays to Denver.

b. He plays for Denver. 4. Saya gembira untuk kamu. a. I am delighted to you. b. I am delighted for you.

5. Editor adalah seseorang yang bertanggung jawab pada apa yang terlihat dalam sebuah surat kabar.

a. The editor is the person who is responsible to what appears in a newspaper.

b. The editor is the person who is responsible for what appears in a newspaper.

6. Berapa lama lagi waktu yang dibutuhkan untuk makan siang?

a. How long is it for lunch? b. How long is it to lunch?

7. Dia terbangun karena suara dari aliran hujan. a. He woke for the sound of pouring rain. b. He woke to the sound of pouring rain.

The mastery of prepositions for and to among the sixth semester students at English Letters Department of Sanata Dharma University.

THE MASTERY OF PREPOSITIONS

FOR

AND TO AMONG

THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS

DEPARTMENT OF SANATA DHARMA UNIVERSITY

Philippians 4:13

I can do all things through

Him who strengthens me.

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The mastery of prepositions for and to among the sixth semester students at English Letters Department of Sanata Dharma University.

THE MASTERY OF PREPOSITIONS

FOR

AND TO AMONG

THE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS

DEPARTMENT OF SANATA DHARMA UNIVERSITY

Philippians 4:13

I can do all things through

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