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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

 -2-

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.

 -5-

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.
 -6-

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
 -7-

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
 - 10 -

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

 - 11 -

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.

 - 12 -

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

 - 13 -

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.

 - 14 -

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

 - 15 -

(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 ....)
 - 16 -

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

 - 17 -

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.
 - 18 -

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
 - 19 -

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)
 - 20 -

Note: X = the average value of the students errors in prepositions

xi = sum of the total score

n = the total number of the students

 - 21 -

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