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Chapter I
Introduction
1.1 Basic Consideration
English is one of language which most widely in international
communication. In the era globalization, English plays important role in many
aspect of our life. Beside that English influence in much field such as politics,
education, social, and culture. In Indonesia, English become an important
language especially in business, tourism and educational system which has place
as second and foreign language. In education, English is taught from elementary
to university level. Moreover kindergarten levels take English as their subject.
In learning include learning language, students always do errors. Actually
errors should not be viewed as problems but rather as normal features indicating
the strategies that learners use. It helps students to learn better. In the field of
language teaching there had been a technique which is used to analyze the error of
language learner. The technique is called error analysis. The aim of the analysis is
to find out and correct students errors. Crystal (1980) stated that error analysis is
a technique of identifying, classifying, and interpreting the errors made by learner
who is learning a systematic way by procedure of linguistic. Error analysis
technique is useful in the class of language teaching. It will help both teachers and
students.
As we know, fourth basic skill in English that important to be mastered
includes speaking, listening, reading and writing. But actually English is not only
concern in those aspects. Grammar is known as important skill and it seems
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difficult to learn. Thornbury (2004:3) stated that Grammar is partly the study of
what forms are possible. Grammar is the study of how the sentences are formed
well. It includes how to compose sentences with good structure. Actually the
definition of grammar not only about rule in spoken and written language, but also
it communicates meaning. The term means grammar have role to convey
meaning. It is possible the meaning cannot receive if the grammar is not organized
well.
One aspect in grammar that should be teaching to students is preposition.
According to Lawal (2004) preposition define as various relationships between
word or phrases in sentences. A preposition links nouns, pronouns and phrases to
other words in a sentence. For example:
The book is on the table.
The book is under the table.
The book is leaning against the table.
The words on, under and against are include in preposition. There are a lot
example of common preposition such as at, as, for, from, out, in, on, etc. each
preposition has different usage for instance preposition of place and preposition of
time. However, preposition has complex forms and functions. In fact, preposition
is common cause of confusions for learners because each preposition has a
number of different usages. In addition, Norrish (in Pateda 2004:86) stated that
there are several aspect of language that usually errors. They are abbreviations,
adjectives, adverbs, passive forms, question tags and include preposition. Based
on my observation, I found that there are a lot of errors caused by preposition
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made by the students. The errors occur in misplace of preposition. In relation,
based on the explanation above I would like to conduct a research with the title,
An Error Analysis of Students Ability in Using Preposition.
1.2 Problem Statement
Based on the basic consideration, the problem statements are formulated as
follows:
1. How the students errors in using preposition?
2. What kinds of errors do the students made in using preposition?
1.3 Reason for Choosing Topic
In composing this research, I have some reasons. They are:
1. By this research, I would like to know the errors that made by the students in
using preposition and the reasons why the students usually do the errors.
2. The preposition is the one of grammar aspect which is used by English
learners in speaking and writing activity. The error in using preposition is
needed to overcome in order to the students will know the correct usage.
1.4 Scope and delimitation of research
The scope and delimitation of this research is focused on the students
error in using preposition.
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1.5 The objective of Research
The objective of this research can described as follows:
1. Find out the error made by the students in using preposition
2. Find out the cause of errors in using preposition
1.6 The Significant of Research
The significant of this research are to getting information about the
students error in using preposition. In addition I expect this research can help the
students to correct their errors for better learning English.
1.7 The Relevance of Research
There are several studies that relevance with my research, especially about
error analysis. Firstly, a research conducted by Sri Hartati buluatie in 2008. She
composed her research with the title An Error Analysis in Using Quantifiers
Made by The Students of English Department. The population and sample that
the writer took in this research are the students in English Department UNG.
Secondly, the research conducts by Hylda Gobel (2008) with the title An Error
Analysis in Using Conjunctive Adverbs. Similar with the first researcher, the title
also took the error analysis in grammar especially in Conjunctive Adverbs. The
last, a research conducted by Lian Labadjo (2002) with the title An Analysis on
The Students Error in Using Descriptive Pronouns.
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Chapter II
Theoretical Review
2.1 Definition of Error
When learn language especially for second or foreign language, learners
usually do errors. Error is interesting aspect to learn in linguistic field. Norrish
(1983:7) stated that Error is a process of learn a language. We should consider
error as a problem that need to solve or to correct.
Error has similar meaning with mistake. It is necessary to distinguish
them. In this case, mistake refers to performance whereas error refers to
competence. It means that mistake is not systematically fault that causes learners
unable to perform what they know. For example it caused of exhausted, emotion,
unfocused, etc. In other hand, Error reflects in learners knowledge. It occurs
because the learner does not know what is the correct. It also describes the
students ability in certain level. For example, when learners do error in compose
present continues tense, it shown that the lack of learners knowledge in tense.
Based on the explanation, I can give a conclusion that error is refers to
unwanted form. Error also may assume as the result of process. In learning
language, when the result of the process is in unwanted form it called error.
2.2 The Kinds of Error
There are several kinds of error that usually made by the students in
learning language.
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a. Referential error
Corder (in Pateda 2004: 23) said that Referential error occurs when the
speaker uses a term with the intention of referring to some feature of the world to
which it is conventionally inapplicable. We usually use the referential error in
our daily life. For example when we ask something to other but the result is not
appropriate, it is known as referential error.
b. Register error
Mackey (in Pateda 2004:23) stated that register is a term by some
linguist to indicted the uses to which language is put occupational, emotive,
informative. From the statement we can get conclusion that register related to
language variation about someones job.
c. Social Error
Human as social creature always communicate with others. In
sociolinguistics, we study about a language related to social aspect. We have to
concern about the difference social background such as education, gender, age,
etc. Corder (in Pateda 2004:24) stated that Social error occurs where he select
forms which are in appropriate to his social relation with his hearer.
d. Textual error
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Textual error is caused by misinterpret message in sentence or text. Corder
(in Pateda 2004:25) stated that When the speaker does not select the structurally
correct form to show the intended between two sentences in a discourse.
e. Receptive error
Pateda (2004:26) stated that receptive errors are usually having correlation
with listening and reading skills. Generally, it refers to our ability to read and
listen. Receptive errors are related to less of attention, our sense of hearing, mood,
and environment.
f. Expressive error
Expressive error refers to the speaker or writer fault in expressing or
conveys their thinking, felling and need.
g. Overgeneralization error
Pateda (2004:27) stated that Overgeneralization is a failure by the
learner to apply restriction where inappropriate to the application of a rule. For
example learner use word eated for the past form of eat. Actually the word must
be ate. The learner over generalize the past form with adding ed.
h. Omission error
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This kind of error occur when the learner omit the aspect of language
especially grammar in composing sentence. For example we always found the
learner did not add s in the plural form of noun.
2.3 The Significance of Error Analysis in Teaching and Learning
Crystal (in Pateda 2004:32) stated that Error analysis is a technique to
identify, classify and interpret error systematically which is made by the students
as second language and foreign language. Error analysis is useful as means of
increase in learning language. There is another significance of error analysis.
Firstly, by error analysis, teacher will get an overall knowledge about the students
errors. In learning language as the second and foreign language we always do
error. Secondly, error can tell the teacher how far towards the goal the learner has
progressed. It needs feedback and remedial for correcting the error. Finally, error
is useful to learn language well.
2.4 What Preposition is
According to Quirk and Grebanbauum (2000) Preposition express a
relation between two entities, one being represented by the prepositional
complement of the various type of relational meaning, those of place and time are
the most prominent and easy to identify. The function of preposition in English is
to connect noun to other parts of sentence. A preposition describes the relationship
between two or more words. It can link noun, verb or adjective before the
preposition with a noun or pronoun after it.
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Example: Be careful! The hem of your dress is dragging along the floor
Johns got an appraisal tomorrow. Hes really anxious about it
There is no difference in form between preposition and many adverbs, but there is
a difference in use: a preposition has an object but an adverb does not.
Example: Did you ever travel before the war? (Before as preposition)
I have a strange feeling that Ive been before (Before as adverb)
As the conclusion, prepositions are a class of words that indicate
relationships between nouns, pronouns and other words in a sentence. Most often
they come before a noun. They never change their form, regardless of the case,
gender etc. of the word they are referring to. Some common prepositions are:
about by Outside
above despite over
across down past
after during since
against except through
along for throughout
among from till
around in to
at inside toward
before into under
behind like underneath
below near until
beneath of up
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beside off upon
between on with
beyond onto within
but out without.
2.5 The Types of Preposition
There are several kinds of preposition. They are about fifty words in
English that function as prepositions. Some of the most common are of, in, on, by
to, at, from, and with. There are also two or three prepositions such as out of,
because of, according to, in front of, etc. The types of preposition and their
function are represented as follows:
d. Preposition of time
It consists of at, in, and on. We use at to designate specific times (specific
times such as day or night), on use to designate days of the week and dates that
have numerals, and we use in for the parts of the day, season and year.
Example: She arrived at 6 oclock in the morning
On Sunday, we go refreshing
Mary was born on July 9, 1985
The meeting will begin at 2 oclock
They were married in May
This building was completed in 1962
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b. Preposition of price
It consist of for which is used if the actual sum is mentioned, at use if
the actual sum is not given. If the weight or measure follows the price, use at with
the actual sum.
Example: I bought a book for fifty pence
I cant buy it at such a high price
c. Preposition of place
It consists of to for movement from one place to another; at which is
used to denote position. We use at when we are talking about an address, a public
or building. It is used in reference to smaller places. Preposition in is used to
describe the physical location of something as a part of large thing or place; on
is used in contact with the top surface of another object; into is used to denote
motion or direction towards the inside of something; around that means near or
all side of; all over means in all small parts.
Example: I walk to school every day
My mother is staying at 66 Park Avenue
Mr. Glen is staying at a big hotel in California
The pencil is in the box
We walk into the room
d. Preposition of direction and motion
It consists of across that means from one side to other; around which
means in a circular motion. Besides this meaning, it also conveys the idea of
indefinite motion or motion in various directions.
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Example: Do not go across the streets in the middle of the block
We walked around about the town looking at all the sight
e. Preposition of measurement, number, or amount
There are several preposition of measurement, number, or amount number
such as many of, in quantity, in half, a pound, a gallon of, most of, a few, and
all of.
f. Preposition of number, agent, or instrument
The preposition of number, agent, or instrument include by follow by
noun to express the agent. That is the person or thing which perform an action. It
most used in passive form. In and with express manner or material used.
Example: The College was established by the state in 1872
He looked at his bank balance with satisfaction
2.6 The Different Usage of Preposition
d. Preposition: expression without preposition
This is a list of some common expressions in which we do not use
prepositions or can leave them out.
Discuss, enter, marry, lack, resemble and approach
These verbs are normally followed by direct object without prepositions.
Example: She married a friend of her sisters ( NOT . Married with.)
The train is now approaching London (NOT . Approaching to )
Next, last, etc
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Preposition are not used before a number of common expression of time
beginning next, last, this, that, one, every, each, some, any, and all.
Example: See you next Monday (NOT . On next Monday)
Days of the week
In an informal style, we sometimes leave out on before the names of the
days of the week. This is very common in American English.
Example: Why you dont come for a drink (on) Monday evening?
A meaning each
No preposition is used in expressions like three times a day, sixty miles an
hour, eighty pence a kilo, etc.
Duration
In an informal style, for is often drooped before about + time expression.
Example: Ill see you (at) about 3 oclock
Home
We do not use to before the word home
Example: Im going home (NOT. To home)
b. Preposition: at the ends of clauses
A preposition often connect two things; (1) a noun, adjective or verb that
comes before it, and (2) a prepositional object a noun phrase or pronoun that
comes after preposition.
Wh-questions
When a question word is the object of preposition, the preposition most
often comes at the end of the clause, especially in informal usage.
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Example: Whos the present for?
What are you looking at?
What kind of films are you interested in?
Relative clause
When a relative pronoun is the object of preposition, the preposition also
often goes at the end of the clause, especially in informal usage.
Example: This is the house (that) I told you about
You remember the boy (who) I was going out with?
Thats what Im afraid of.
Passive
In passive structures, prepositions go with their verbs
Example: John was operated on last night
I hate being laughed at
Infinitive structures
Infinitive complements can have prepositions with them.
Example: She needs other children to play with
Its a boring place to live in
Can you get me a chair to stand on?
Exceptions
Many common adverbial expressions consist of preposition + noun
phrase. In this case, the preposition is closely connected with the noun, and is
kept as a near as possible to it: it cannot usually be moved to the end of a clause.
Example: I admired the patience with which she spoke
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(NOT the patience she spoke with)
c. Preposition: before conjunctions
Preposition can be followed by conjunction in some cases but not in
others.
Indirect speech; words for emotional reactions: Prepositions not used before
that
Preposition are not used directly before conjunction that. In indirect
speech, prepositions are usually dropped before that-clause.
Example: I knew about his problem
I knew that he had a problem
(NOT . I knew about that he had a problem)
Prepositions are also dropped before that after many common words which refer
to emotional reaction.
Example: We are sorry about the delay
We are sorry that the train is late
(NOT . Sorry about that the train is late)
The fact that
In other cases, preposition can not so often be dropped before that-clauses.
Instead, the expression the fact is generally put between the preposition and that.
Example: The judge paid a lot of attention to the fact that the child was unhappy
at home
(NOT . The judge paid a lot of attention to that the child )
(NOT . The judge paid a lot of attention that the child ....)
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Question words
After some very common words like tell, ask, depend, sure, idea, look, etc
prepositions can be dropped before who, which, what and other question words.
This is especially common in indirect questions.
Example: Tell me about you trip
Tell me (about) where you went
d. Preposition: -ing forms and infinitives
Prepositions are not normally used before infinitives in English. After
verb/noun/adjective + preposition, we usually use the ing form of a following
verb.
Example: He insisted on being paid at once (NOT He insisted on to be paid at
once)
I dont like the idea of getting married (NOT the idea of to get
married)
In some cases, we drop the preposition and use an infinitive.
Example: He asked for a loan
He asked to borrow some money
She was surprised at his mistake
She was suppressed to see what he had done
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Chapter III
Methodology of Research
This chapter consists of method of research, population and sample,
technique of collecting the data and technique of analyzing the data.
3.1 Method of Research
This research use descriptive qualitative method with percentage. I would
like to describe qualitatively about the students errors in using preposition.
According to Lexy .J Moleong (2004:6) qualitative research is a research which is
not use statistic procedure in analyzing the data but describe the result in words
form in a certain context.
3.2 Population and Sample
3.2.1 Population
Population is all aspect of research object consists of real or abstract things
or events which become data sources and it has certain and same character. In
gaining the data about the students errors in using preposition, I take the
population at the students in English Department semester 3, academic year
2008/2009, Gorontalo State University. They are consisting of 122 students which
are divided in four classes, class A, B, C, and D. They become population in term
of using preposition.
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3.2.2 Sample
Sample is part of population. There are several ways to determine sample
in a research. They are random, systematic, snowball and purposive. In this
research, I used purposive sampling. Purposive sampling is taking the sample
based on several consideration of the research aim. I choose the students in class A
as the sample of this research. They consist of 28 students. Based on my
observation, this class is representative because the students have already got the
material about preposition. Moreover, the students come from various level of
ability. Therefore, it appropriate as sample.
3.3 Technique of Collecting Data
In collecting the data, I use test as instruments. I give the test to the
students and it purpose to find out the students errors in using preposition. The test
made in two forms, first is multiple choice which is consist of 50 items I give the
score 1 for the correct answer and the incorrect answer is 0. Purwanto (1990:64)
states that the maximum score in every form of the test equals with the number of
answer in each items of the test.
3.4 Technique of Analyzing the Data
In analyzing the data, I use qualitative method. In addition, I use procedure
of analyzing error. The classification of students error according to the aspect of
intralingua error by Richard (1974:174) are:
a. Overgeneralization
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b. Ignore of rule restriction error
c. Incomplete application of rules
d. False concept of hypothesis
According to Tarigan (1988:96) analyzing the error can identify by
following several steps. They are:
1. Collecting of the sample
In this step, I collect the data by giving the samples test instruments. The
students are asked to all the questions. By the answer, it will be shown the
students understanding about the using of preposition.
2. Identifying of the errors
The next step is identifying the errors that made by the students. After the
students answer all the questions in the test, I checked the answer and find
incorrect answer.
3. Explaining the errors
After I checked and find the errors, I explain the caused of students errors in
using preposition.
4. Classifying errors
The last step is classifying the errors. The errors are classify by the caused of
errors.
I used the formula of the frequency of students errors as follows:
X = xi
n
( Sudjana, 1996:67)
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Note: X = the average value of the students errors in prepositions
xi = sum of the total score
n = the total number of the students
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