TEACHING AND LEARNING PREPOSITION OF PLACE BY USING LISTENING GRID TECHNIQUE AT THE SECOND SEMESTER OF THE SEVENTH GRADE STUDENTS OF MTs MA’ARIF NU 27 BRAWIJAYA, LAMPUNG TIMUR IN THE ACADEMIC YEAR OF 20172018 A Thesis Submited as a Partial Fulfillment of

  

TEACHING AND LEARNING PREPOSITION OF PLACE

BY USING LISTENING GRID TECHNIQUE AT THE SECOND

SEMESTER OF THE SEVENTH GRADE STUDENTS OF MTs MA’ARIF

  

NU 27 BRAWIJAYA, LAMPUNG TIMUR IN

THE ACADEMIC YEAR OF

2017/2018

A Thesis

  Submited as a Partial Fulfillment of The Requirements for S1-Degree

  

By

  

INDRIANI

NPM. 1311040231

Study program : English Education

  

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY

RADEN INTAN LAMPUNG

  

ABSTRACT

TEACHING AND LEARNING PREPOSITION OF PLACE BY USING

LISTENING GRID TECHNIQUE AT MTS MAARIF NU 27 BRAWIJAYA IN

THE SECOND SEMESTER IN THE ACADEMIC YEAR 2017/2018

  By: Indriani

  There are some students faced difficulties in grammar especially preposition of place such as differenciate the preposition, understand the meaning of prepostion of place especially polysemy of preposition, they also had the difficulties when translating the preposition from English into indonesian. This research has been conducted to describe the process of teaching preposition of place by using listening grid technique, the problems faced by the teacher and the students in teaching preposition of place by using listening grid technique. Therefore, this thesis discuss Teaching and Learning Preposition of Place by Using Listening Grid Technique at the Seventh Grade in the Second Semester of MTs Maarif NU 27 Brawijaya Kabupaten Lampung Timur in the Academic Year of 2017/2018.

  In this research, the methodology of the research was qualitative method in collecting and analyzing the data. The researcher used purposive sampling to choose the participants. Then the researcher chose the English teacher and the students of seventh grade of MTs Maarif NU 27 Brawijaya Kabupaten Lampung Timur as the participants of this research. In collecting the data, the researcher used triangulation technique. It consists of observation, interview, and questionnaire. To analyze the data, the researcher used three steps: data reduction, data display, concluding and verification of data.

  The result of the research showed that listening grid is a good technique which can be implemented in the process of teaching and learning preposition of place. Listening grid can be implemented both by the teacher and the students. The result of the data shows that problems faced by the teacher during the teaching learning activity is the teacher can not handle the class because the over-crowded classes, the teacher also forgot to give the motivation to the students and had no coursebook that provide dettailed explanation about preposition of place. On the other hand, the teacher follow all the procedures of listening grid technique in teaching preposition of place. As for the students, the main problems of the students in learning preposition of place are actually the low of the student s’ understanding the meaning, translating and differenciate the polysemy of preposition.

  

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

FAKULTAS TARBIYAH DAN KEGURUAN

Alamat: Jl.Letkol H.Endro Suratmin, Sukarame, Bandar Lampung 35131 Telp.(0721)783260

  

ADMISSION

  A thesis entitled:

  “TEACHING AND LEARNING PREPOSITION OF

PLACE BY USING LISTENING GRID TECHNIQUE AT THE SECOND

SEMESTER OF THE SEVENTH GRADE STUDENTS OF MTs MA’ARIF

NU 27 BRAWIJAYA, LAMPUNG TIMUR IN THE ACADEMIC YEAR OF

2017/2018”, By: INDRIANI, NPM: 1311040231, Study Program: English

Education, was tested and defended in the examination held on: Friday,

st

  December 21 2018

  Board of Examiners:

  Chairperson : Iwan Kurniawan, M.Pd ( ) The Secretary : Dr.Nur Syamsiah, M.Pd ( ) Primary Examiner : Dewi Kurniawati, M.Pd ( ) The First Co-Examiner : Meisuri, M.Pd ( ) The Second Co-Examiner : Nunun Indrasari, MP.d ( )

  

The Dean of

Tarbiyah and Teacher Training Faculty

  

DECLARATION

  I hereby declare this thesis is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources and those are properly acknowledged in the text.

  Bandar Lampung, June 2018 Declared by,

INDRIANI NPM.1311040231

  

MOTTO

         

  

“He Who taught (The Use of) the pen, taught man that which He know no” (Al-Alaq: 4-5)

  

DEDICATION

  Praise and gratitude to Allah almighty for his abundant blessing to me, and then from my deep heart and great love, this thesis is proudly dedicated to:

  1. The greatest inspiration in my life is my beloved father Budiono and my beloved mother Sri Amiroh, for their endless love, support, patience, and guidance. May Allah almighty give love and devotion back within his never ending.

  2. My beloved sister Tasya Rismala and all of my big family who can not be mentioned directly in this thesis one by one, thanks for your support and love for me.

3. My beloved almamater UIN Raden Intan Lampung.

CURRICULUM VITAE

  1995. She is The researcher’s name is Indriani. She was born in Brawiaya on May the first child of Budiono and Sri Amiroh. She has only one sisters named Tasya Rismala. She lives in Brawijaya, Kecamatan Sekampung Udik, Kabupaten Lampung Timur.

  The researcher began her study in Elementary school at MI Baitul Ulum Brawijaya and graduated in 2007. She continued her study in junior high school at MTs Maarif NU 27 Brawijaya and graduated in 2010. After that, she went to MA Ma

  ’arif NU 02 Sidorejo and graduated in 2013. After finishing her study, she decided to study in English Educational Department of Tarbiyah and Teacher Training Faculty of the State Institute of Islamic Studies. She also joined ESA (English Students Association) in her faculty.

  

ACKNOWLEDGEMENT

Alhamdulillah, thanks to Allah the almighty,for the blessing, mercy and kindness.

  May shalawat and salam always be with prophet Muhammad who brings us from the darkness to the lightness.

  Due to him, this thesis entitled “Teaching and Learning Preposition of Place by Using Listening Grid Technique at the Seventh Grade of MTs Maarif NU 27 Brawijaya Kabupaten Lampung Timur in the Second Semester in the academic year of 2017/2018” is done as compulsory fulfillment of the requirement for S1-degree of English study program at Tarbiyah and Teacher Training Faculty, the University of Islamic Studies Raden Intan lampung.

  The researcher relizes that she cannot complete this thesis without some helps from the others. The researcher has obtained a lot of help from many people during writing this final project and it would be impossible to mention all of them. She wishes, however, to give her sincerest gratitude and appreciation to:

  1. Prof. Dr. H. Chairul Anwar, M.Pd as the dean of Faculty of Tarbiyah and Teacher Training and his staff who have given an opportunity and help for the researcher when study until the accomplishment of this thesis.

  2. Meisuri, M.Pd as the chairperson of English Education Study Program of UIN Raden Intan Lampung. Also the advisor who has patiently guided and directed the researcher until the completion of this thesis.

  3. Nunun Indrasari, M.Pd as the co-advisor who guided the researcher a lot until the finishing of the writing thesis.

  4. All lecturers of English Education Department of Tarbiyah and Teacher Training Faculty who have taught the researcher since the first of her study.

  5. Supriyati, S.Pd as the headmaster of MTs Maarif NU 27 Brawijaya Kabupaten, Lampung Timur. Also as the English Teacher who were allowing me to carry out the research in their institution.

  6. The Seventh grade (VII) students of MTs Maarif NU 27 Brawijaya who gave contribution while the researcher was conducting research there.

  7. My friends of the great family of English Education in class F who always supported my success.

  Finally, the researcher is fully aware that there are a lot of weakness in this thesis. For this, the researcher truthfully welcomes criticism and suggestion from the readers to enhance the quality of the thesis.

  Bandar Lampung, 2018 The researcher,

  Indriani NPM.1311040231

   TABLE OF CONTENTS Page

COVER ......................................................................................................... i

ABSTRACT .................................................................................................. ii

APPROVAL.................................................................................................. iii

ADMISSION ................................................................................................. iv

DECLARATION .......................................................................................... v

MOTTO ........................................................................................................ xi

DEDICATION .............................................................................................. vii

CURRICULUM VITAE .............................................................................. viii

ACKNOWLEDGMENT.............................................................................. ix

TABLE OF CONTENTS ............................................................................. x

LIST OF TABLES ....................................................................................... xi

LIST OFAPPENDICES............................................................................... xii

  CHAPTER I INTRODUCTION A.

  1 Background of the Problem .............................................

  B.

  7 Identification of the Problem ...........................................

  C.

  7 Limitation of the Problem ................................................

  D.

  8 Formulation of the Problem .............................................

  E.

  8 Objective of the Research ................................................

  F.

  9 Use of the Research ..........................................................

  G.

  9 Scope of the Research ......................................................

  CHAPTER II REVIEW OF LITERATURE A. Teaching English as a Foreign Language ........................

  11 B. Teaching English Grammar .............................................

  13 C. Preposition........................................................................

  14

  D. Listening Grid Technique ................................................

  22 1.

  22 Concept of Listening Grid Technique ........................

  2. The Advantages and Disadvantages of Listening Grid Technique ...................................................................

  24 E. Concept of Teaching and Learning Preposition of Place Using Listening Grid Technique ................................................

  25 F. The Procedure in Teaching and Learning Preposition of Place by Using Listening Grid Technique ................................

  26 G.

  28 Teacher’s Problems in Teaching Preposition of place .....

  H.

  29 Student’s Problem in Learning Preposition of Place .......

  CHAPTER III RESEARCH METHODOLOGY A.

  32 Research Design ...............................................................

  B.

  33 Research Subject ..............................................................

  C.

  35 Data Collecting Technique ...............................................

  1.

  35 Observation ................................................................

  2.

  37 Questionnaire .............................................................

  3.

  39 Interview ....................................................................

  D.

  40 Research Procedures ........................................................

  E.

  41 Trustworthiness of the Data .............................................

  1.

  41 Time Triangulation.....................................................

  2.

  41 Place Triangulation ....................................................

  3.

  42 Theory Triangulation .................................................

  4.

  42 Method Triangulation.................................................

  5.

  42 Researcher Triangulation ...........................................

  F.

  42 Data analysis ....................................................................

  1.

  43 Data Reduction ...........................................................

  2.

  43 Data Display ...............................................................

  3.

  45 Conclusion Drawing/Verification ..............................

  1.

  48 Data Reduction ...........................................................

  2.

  64 Data Display ...............................................................

  3.

  76 Conclusion Drawing/Verification ..............................

  C.

  79 Discussion of Finding ......................................................

  1. Process of Teaching and Learning Preposition of place By Using Listening Grid TechniqueTechnique ...............

  79 2. Teacher’s Problems in Teaching Preposition of Place by Using Listening Grid Technique ................................

  81 3. Student’s Problems in Learning Preposition of Place by Using Listening Grid Technique ................................

  82 CHAPTER V CONCLUSION AND SUGGESTION A.

  84 Conclusion........................................................................

  B.

  85 Suggestion ........................................................................

  REFERENCES APPENDICES

   LIST OF TABLE Page

  Table 1 Students’ Score for Preposition in Seventh Grade Student of

  MTs Maarif 27 Brawijaya Lampung Timur in the Academic Year of 2017/2018 ...........................................................................

  6 Table 2 The Population and the Score for Preposition in Seventh Grade Student of MTs Maarif 27 Brawijaya Lampung Timur Academic Year 2017/2018 ................................................................................

  34 Table 3 Specification of Observation .............................................................

  36 Table 4 Specification of Questionnaire ..........................................................

  38 Table 5 Specification of Interview .................................................................

  39 Table 6 The Data of Questinnaire ..................................................................

  59 Table 7 The Application of the Observation Steps In First Meeting .............

  64 Table 8 The Application of the Observation Steps In Second Meeting .........

  69

   LIST OF APPENDICES Page

  Appendix 1

  89 Interview’s Questions for the Teacher ....................................... Appendix 2 Interview Result .........................................................................

  90 Appendix 3 Questionnaire for the students ....................................................

  93 Appendix 4 Sylabus .......................................................................................

  97 Appendix 5 Lesson Plan First Meeting .......................................................... 109 Appendix 6 Lesson Plan Second Meeting ..................................................... 119 Appendix 7 Profile of The School ................................................................. 130 Appendix 8 Documentation ........................................................................... 134 Appendix 9 Observation Sheet First Meeting ................................................ 138 Appendix 10 Observation Sheet Second Meeting ......................................... 146 Appendix 11 The Question and Answer of Interview ................................... 153 Appendix 12 Result of Questionnaire ............................................................ 155

CHAPTER I INTRODUCTION A. Background of the Problem Although English is not the language of the larges number of native or

  „first‟ language speakers, it has become a lingua franca. A lingua franca can be defined as a language widely adopted for communication between two speakers whose native languages are different from each other‟s and where one or both

  1

  speakers are using it as a second language. As an international language, English plays an important role as a means of communication among people in the world for business, science, economy, technology, etc. Realizing the importance of English as spoken and written international communication, the Ministry Education of Indonesia includes English as a compulsory subject to learn in Junior High School up to Senior High School.

  In this modern era, learning English in the education world is one of important thing because all countries use English as a communication tool as native language, a second language, and foreign language. In Indonesia, English is used as foreign language. Althought as a foreign language, English must be learned by students or common people to help them in their activity.

  English have four important basic skills they are listening, speaking, writing, and reading. All of those skills are important to learn, not only those skills other elements in English such as grammar, vocabulary, pronounciation are also important to learn.

  One of difficult elements to be mastered is grammar. It is not easy to learn grammar, and it is not easy to teach grammar as well. Every languages especially English has its own rules. Grammar has grea t role on one‟s acquisition in English which is different from Indonesian language. The problem now is how far the students understand and can apply those rules.

  As they know, English grammar has eight parts of speech namely, noun, pronoun, adverb, verb, adjective, conjunction, preposition, and interjection. As one of parts of speech, preposition is used in communication and preposition is a problem for most English lerners that often get confused due to their insufficient knowledge of English students. Thomson and Martinet state in their book, the students have two main problems with preposition they have to know whether in any construction a preposition is required or not, and which preposition to use

  2

  when one required. Based on the explanation above, the researcher assumes that preposition is one of parts of speech that is important to be taught and learnt, and the fact is, many students still face problems in learning preposition.

  Although in most school, English has been taught since the fourth grade of Elementary School, many students still face the problems in using prepositions, is a problem for most English learners that often make student confused. Unfortunately, many teachers still teach the students using a list of words and explanation of uses that can be boring as well as ineffective technique. For instance, many of them translate literally from Indonesian into English. For example “in” equals to di dalam “on” equals to di atas, “under” equals to di

  bawah

  , ”behind” equals to di belakang, etc. this method really makes the students feel bored and sometimes make the students uninterested in their learning process.

  Prepositions are same as other important materials, although in fact the students still find some difficulties in learning them. It happens because learning English preposition is not easy. That is the reason why the English teachers should be creative in developing the teaching learning activities in classroom and making class alive.

  To comprehend English, especially grammar and its ellements require the adjusted methods. As Freeman states, that method is way how to derive the subject that is taught and the appropriate method determines the succes of teaching. He also states, that the principles involve five aspects of second or foreign language teaching; the teacher, the learner, the learning process, and the teaching process, and the target language/culture. Taken together, the principles represent the theoritical frame work of the method. The techniques are the behavioral manifestation of the principles in other word, the classroom activities

  3

  and procedures derived from an application of the principles. Based on the determines the succes of teaching, and there are five aspects of the principles in teaching english as a foreign language. They are, the teacher, the learner, the learning process, and the teaching process, and the target language/culture.

  There are many ways in teaching English that give so lutions for teachers‟ problem. Exactly, they usually use the easiest and simplest method of their problem in teaching and learning process. Teachers can use various sources in teaching language. For instance, teaching language using tape recorders, pictures, flash cards and television. By using a suitable technique, the subject matter will be more interesting and the teaching learning process can be more effective and efficient, therefore the purpose of teaching can be achieved.

  Based on the description above, the researcher assumes that learning English is important, because all countries use English as a tool of communication. In the other hand teaching English is not easy as well, here the selective and creative teacher in choosing techniques is needed in order to make the material easy to understand especially grammar and its elements. In this reaserch the researcher only focuses on preposition of place one of grammar elemnts. Here the researcher chooses one of the technique, it is listening grid technique because the researcher considers that listening grid is an effective and helpful technique to motivate students in language learning especially prepositions.

  Teaching preposition of place has been previously discussed by some prepositions. From the result of the research was showed that the student‟s ability

  4 to learn prepositions of place have indeed improved.

  The technique of listening grid has been discussed by Fauziyah (2008) discusses about the effectiveness of teaching vocabulary using listening grid technique. From the result can be concluded that teaching vocabulary using listening grid technique is more effective than using translation method. It is

  5 because listening grid contains some pictures that is more interesting.

  Based on the discussion of previous studies, it can be concluded that teaching vocabulary by using listening grid technique is more effective. Thus in this research the researcher will focus in using the different variable, it is preposition of place.

  Listening grid is a technique of listen and notice, where the teacher reads some sentences and student listen and notice it by thick the grid or table given by the teacher. According to Cameroon, it is important that the top line includes at least two instance of each object with a different location, so that pupils have to listen to the preposition in the sentences to know which box to tick: e.g. the cup is

  6

on the chair/ the cup is under the chair. In other word, listening grid serves

  several activities in class. They are, teacher reads sentences, then students have to listen it and thick the grid. It sounds as a simple technique and easy to apply, as the writer explained about, but in fact the writer found some students that still face difficulty in using it.

  Based on the preliminary research done in MTs Maarif 27 Brawijaya Lampung Timur, it was found that teaching and learning preposition of place by using listening grid is applied there. From the interview and questionaire, it was found that some students at seventh grade experienced difficulty in mastering preposition although the teacher had used listening grid. Some students still have problems in mastering preposition such as differenciate one preposition to other preposition. It is because the students did not learn English in their elementary school.

  Here is the students‟ achievement of preposition mastery at the seventh grade :

Table 1.1 Students’ Score for Preposition in Seventh Grade Student of MTs Maarif 27 Brawijaya Lampung Timur Academic Year 2017/2018. No Score The Number of Students

  7A

  7B Percentage

  1

  26 8 60.65% ≥65 2 <65

  4 19 40.35%

  Total

  30 27 100% Source: the document of the school .

  From the table above, it can be known that achievement from many students at Mts Maarif 27 Brawijaya was still low. From the table above, it can be known that most students of class 7A have a good achievement because 26 the minimum mastery criteria, it means that there is a problem in the teaching and learning preposition of place through listening grid in class 7B. Based on the previous problem, research entitled teaching and learning preposition of place through listening grid technique at the second semester of the seventh grade of MTs 27 Brawjaya Lampung Timur in academic year of 2017/2018 will be conducted.

B. Identification of the Problem

  Based on the background above, the researcher can identify the problems, as follows :

  1. Many students still experienced difficulties in learning preposition of place although the teacher has used listening grid as a technique.

  2. Many students‟ ability in using preposition of place is low although the teacher has used listening grid technique.

C. Limitation of the Problem

  The limitation of the problem is the process of teaching and learning preposition of place using listening grid technique and the problem of teacher and students in teaching and learning preposition of place by using listening grid technique at MTs Maarif 27 Brawijaya at the second semeter of seventh grade in the acedemic year of 2017/2018.

D. Formulation of the Problem

  Based on the limitation above, researcher formulated the problem as follows :

  1. How is the process of teaching and learning preposition of place by using listening grid tecnique at MTs Maarif 27 Brawijaya in the second semester of seventh grade in the academic year of 2017/2018? 2. What are teacher‟s problems in the process of teaching preposition of place by using listening grid technique at MTs Maarif 27 Brawijaya in the second semester of seventh grade in the acedemic year of 2017/2018? 3. What are students‟ problems in the process of learning preposition of place using listening grid technique at MTs Maarif 27 Brawijaya in the second semester of seventh grade in the acedemic year of 2017/2018? E.

   Objective of the Research

  Based on the formulation above, the objectives of research are : 1.

  To know and describe the process of teaching preposition of place by using listening grid technique at second semester of the seventh grade of MTs Maarif 27 Brawijaya in academic year of 2017/2018.

  2. To know and describe teacher‟s problems in the process of teaching preposition of place by using listening grid technique at the second semester of the seventh grade of MTs Maarif 27 Brawijaya in semester of seventh grade of MTs Maarif 27 Brawijaya in academic year of 2017/2018.

F. Use of the research

  The uses of the research are as follows : 1.

  For the teacher : This research is expected to give information to the English teacher about teaching preposition of place by using listening grid technique.

  2. For the student : This research is expected can motivate the students to improve their learning quality.

  3. For the other researcher : The result of this research are expected to be a source of information for further research in preposition of place.

  4. For the school : It is expected that this research can provide useful input in improving the quality of learning in the school.

G. Scope of the research 1.

  Subject of the research The subject of this research is the English teacher and the students at the MTs Maarif 27 Brawijaya in academic year of 2017/2018.

2. Object of the research

  3. Place of the research The research was conducted at MTs Maarif 27 Brawijaya.

  4. Time of the research The research was conducted at the second semester in the academic year of 2017/2018.

CHAPTER II LITERATURE REVIEW A. Teaching English as a Foreign Language English is an international language in the world it has a big influence in

  human life in the world. English has a very important position almost in every aspect of our life. According to Murcia the goal of teaching English as a second language or foreign language would be for the learning to gain the abillity to communication in

  1

  the target language. Based on the statement it could be said that the students are expected to use or to communicate the language. Learning English as a foreign language refers to a concious process of acquiring the language.

  In learning English as a foreign language, it was very difficult because it has different characteristic from our mother tongue. Although students had study it for a long time but they were still low not only in speaking and writing but also in listening and reading.

  Setiyadi stated that English is really a foreign language for language learners

  2

  in indonesia. It means that in indonesia, English is just learnt at school as a compulsory subject. Students seldom use English in the society, because they usually use a language based on their mother tongue. In this case, the teacher must be able to

  1 Marianne Celce Murcia, Teaching English as a Second Language, 3rd Edition (California: California Publisher, 1984), p.3 ₂ Ag. Bambang Setiyadi, Teaching English as a Foreign Language, Yogyakarta: Graha Ilmu, give motivation and the good ways in teaching to make students easy to understand the material.

  The most important thing in teaching English as a foreign language is that the teacher was able to deliver the material clearly, happily, and carefully. The students would enjoy studying either in the classroom or outside the class. The teaching learning proceess should be run well and the students would get many opportunities to learn and improve their knowledge about English. It was also hoped that at the end of teaching English as a foreign language activities students would understand the subject that is taugh.

  In conclusion, teaching English as a foreign language is teaching the English language to the students with different first language. This process is not easy because students are expected to use or to communicate the language. In the other hand it is not simple in teaching foreign language as well, especially in Indonesia.

  Here the teachers are hopefully can transfer English subject in very simple and clearly also in fun and interesting way.

B. Teaching English Grammar

  Grammar is an important part of language teaching. Because without grammar the sentences is not perfect. Grammar attems to explain why the following sentences were acceptable. It maens that every language had it own grammar that is different from other language. Brown states that grammar is a system of rules

  3

  governing the conventional arrangment and relationship of word in a sentence. It means grammar itself contains many of structures and rules of arrangment of words in sentences that would be enable us to produce grammatical sentences.

  According to Harmer, the grammar of language is the description of the ways in which words can change their forms and can be combined into sentences in the

  4

  language. It means that if people knew grammar well, they could know the classes of words, the function relations between sentences. In addition, language function is a first one tool communication which one communicate with writen and oral, it needs knowledge in grammar in order to know the meaning of sentence on the text.

  From the theories above, the researcher can conclude that teaching English grammar is transferring the knowledge about the rule of English. It explained how to combine the words or a little bit of words in order to make something or meaningful sentences both writen and speaker. In the other hand grammar is one of the difficult skill in English because every language has it own grammar, and it is not work in the ₃ H. Douglas Brown, Teaching by Principles an Interactive Approach to Language

  Pedagogy, ( Sanq Fransisco: Longman 2001) ₄ Jeremy Harmer, The Practice of English Language Teaching, (Malaysia: Longman 2001),

  same way. In this case, the creative teacher is needed in transfering English grammar clearly in very simple way so that students would easy to understand.

C. Preposition 1. Concept of Preposition

  Knowing English prepositions is not enough for the students, they also have to understanding the meaning. Preposition, in fact are given a great deal of attention throughout the teaching process. They occur in all textbook for beginners in the very first lessons. As Greenbaum states that prepositions are closed class of item two units

  5 in a sentence and spesifying a relationship between them.

  According to Kolln a preposition followed by an object, which is usualy a

  6

  noun phrase. Prepositions are among the most common words in language. The statement above means that a word called preposition if it followed by object and noun phrase.

  Another concept comes from Rodney, he states that preposition is traditionally defined as a word that indicates a relation between the noun or pronoun it governs and another word, which may be a verb, an adjective or another noun or

  7

  pronoun. We can defined preposition as a word that has relation between noun and pronoun and other word such as verb, adjective etc. ₅ Sidney Greenbaum,

  A student’s Grammar of the English Language, (London: Longman, 1990), p.188 ₆ Martha Kolln at.all, Understanding English Grammar, (New jersey:pearson education, inc.

  2006), p.24 ₇ Rodney Huddleston, Introduction to the Grammar English, (Cambridge: Cambridge

  From those statements above the researcher concludes that a preposition is defined as a word that always followed by an object or noun phrase, preposition also indicates the relation between noun or pronun and other word it can be verb or adjective.

2. Types of Preposition There are many kinds of prepositions, some of them are the simplest in form.

  Many of them are monosyllabic such as in, on, at, by, up, from, down, into, before, after, behind, above, across,etc. according to frank, the types of preposition can be devided into:

a) Preposition showing time

  There are three kinds of prepositions that show the time, they are: a.

  One point of time 1.

  On 2. At 3. In a. Extended time.

  These preposition showing that the actions starts at one point and beginning point ends at another (duration), are as follows:

1. Since 2.

  By 3. From-to

  4. until,till 5.

  For 6. During 7. In or within b. Sequences of Time

  These prepositions showing events that follow one another, are as follows:

1. Before 2.

  After Preposition of time may introduce not only adverbial prepositional phrases, as in those just given, but they may also introduce adjective phrases that modify nouns

  8 or pronouns. For example : The meeting on september 16 has been canceled.

b) Prepositions showing the Direction

  The kind of movement designed by each prepositions as follow: 1.

  To-from 2. Towards (s) 3. Away-from 4. ₈ In (to)-out of

  Marcella Frank, Modern English: A Practical Reference Guide, (Englewood Cliffs, New

5. Up-down 6.

  Around 7. Through 8. Past (or by) 9. As far as (up to)

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c) Preposition showing position or place

  Frank clasify three kinds of preposition that show position or place are as follows: a.

  The point itself 1.

  In or inside 2. On 3. At

  After the verb arrive, at refers to a place smaller than a city or town- He has arrived at the airport (or the station, the library); in refers to a place larger than a city or town

• – He arrived in California (or Brazil, Europe). For a city in is more usual, but

  

at may be used, especially in reference to traveling - the plane arrived in (or at)

singapore an hour late.

  b.

  Higher or lover than a point 1.

  Higher ₉

1. Over 2.

  Above This distinction between over and above is not always carefully observed 2.

  Lower 1.

  Under 2. Underneath 3. Beneath 4. Below 3. Neighboring the point 1.

  Near 2. Next to 3. Alongside 4. Beside 5. Between 6. Opposite

d) Polysemy of Prepositions

  Prepositions are highly polysemous words. The traditional view considered that all the senses of a preposition were highly arbitrary and were not related to one another. Consequently, both dictionaries and grammars used to provide long lists of unrelated senses for each preposition and its possible uses in different contexts. And so the very same construction can mean differently depending on the context of use. For example, the preposition at, on, in in the following sentences: 1.

  Spatial/locative function.

  They put the books (at the end of the shelf, on top of each other, in the center of the pile of papers, in a row, on the table, in the box).

  2. Temporal function He died (at 6:01, at dawn, at 6 on tlu dot, on Sunday, on the l2th, in May, in summer, in 1897, in the L9th cenary)

  3. Deictic function When working, it's best to keep all necessary tools [at hand (distal), on hand, in hand (proximate)].

  4. Institutional association function She's (in the Physics Department, on the faculty, at MIT).

  5. Pragmatic, summarizing function a.

  The man is {at risk, at peace, at ease}. b.

  The man is {on drugs, on good behavior, on duty].

  10 c.

  The man is {in trouble, in custody, in pain].

3. Concept of Preposition of Place

  is the word that followed by an

  As explained above, that preposition object or noun phrase, Here the researcher only foccused on preposition of place. prepositions of place shows the relationship between people, things and events. Prepositions can express relationships in space, answering the questio n „Where?‟- He lived alone in a house on the edge of the village. Prepositions of place can also express many other kinds of relationships such as: Purpose

• – You bought to have a dog for company; Possession – The other side of the garden;

  

11

Result – A verdict of death from drawing.

  Prepositions express a static position (at, on, in, away from, off, out of,etc.) or a movement in adirection (to, towards, on (to), into, awayfrom, off, out of, etc.) . “To” usually means that the destination was achieved, whereas “towards” just implicates the direction. It is also important to know if the referent is a surface or something

  12

  enclosing. From the statement above we can interpret that preposition of place

  10 Sally A. Rice, Polysemy and Lexical Representation: The Case of Three English Prepositions, (University of Alberta: Canada 1992) p. 4 ₁₁ Inta Klasone, Using pictures When Teaching Prepositions in English Lesson in the Forms

  3

• – 4, (Liepaja University: Latvia, 2013) p.8
₁₂ Zuzana Epelde , Teaching and Learning English Prepositional Constructions

express a stactic position such as movement indirection. As Digby classify preposition of place as follows:

1. We use in when we think of a place as three dimensional.

  Ex: simon is in his room We also use in when we think of a place as an area.

  Ex: we went for a walk in the park 2. We use at when we think a place as a point.

  Ex: i will meet you at the station. (a meeting point) 3. We use on when we think of a place as a surface

  Ex: i will put this picture on the wall We also use on when we think of a place as a line.

  Ex: memphis is on the missisipi river 4.

   With cities, towns, and villages, we use at when we thing of the place as a

  point e.g. a point on a journey. For example:our train stops at brighton. But we use in when we think of the place itself e.g.

  he’s got a flat in milan.

  5. With buildings, we can often use at or in. She works at/in the post office. We normally prefer at when we think of the building quite generally as a place where something happens. E.g my brother is at university. But we use in when we think of the building itself.

  6. With addresses, we use at when we give the use number ; in british english, we use in when we just give the name of street. E.g i live at 42 east street and