An Analysis Students' Error On Preposition In: English Writing

AN ANALYSIS STUDENTS’ ERROR ON PREPOSITION IN
ENGLISH WRITING
(A Case Study at the First Grade of SMP MUHAMMADIYAH 35 JAKARTA)
By
BUDIANSYAH
208014000032
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
ABSTRACT
Budiansyah (208014000032). AN ANALYSIS STUDENTS’ ERROR ON
PREPOSITION IN ENGLISH WRITING; A Case Study at the First Grade of
SMPMUHAMMADIYAH 35 JAKARTA. Skripsi of English Education at Faculty of
Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah
Jakarta, 2015.
Keyword : Analysis, Grammatical Error on preposition.

The objectives of the research were to know the kinds of grammatical error on
preposition and the causes of error in English writing that most commonly made by
the second grade students of SMP Muhammadiyah 35 Kebayoran lama Jakarta. The
method used in this study was descriptive analysis or qualitative method by using
formula: P = F/N. It was conducted as following procedures: collecting data from the
students, classifying them into the grammatical errors on preposition, describing
errors, interpreting data and the last concluding the result of the study. The data were
collected through descriptive in English writing text test by the theme based on the
things which they are interested in. In this research, the researcher took the purposive
clustering sample technique with the total population was 97 students but he used
only VII C as the respondents with 28 students.
The research findings showed that the most common error which most students
made is using misformation; its frequency is 307 errors or 81%. Then the second
commonest error is misordering with 44 or 16%. The third error is 24 errors or 6%
from omission, 2 errors or 1% from addition. It can be concluded that most of the first
grade students of SMP 35 Kebayoran lama Jakarta got the wrong in misformation,
misordering, omission and addition in English writing on preposition. The reason
why they made errors is because by target language. Some rules of the target
language make the learners fail to distinct each other’s. It means that the most
common error that the students made is derived from intralingual transfer.
i
ABSTRAK
Budiansyah (208014000032). AN ANALYSIS STUDENTS’ ERROR ON
PREPOSITION IN ENGLISH WRITING; A Case Study at the First Grade of
SMPMUHAMMADIYAH 35JAKARTA. Skripsi of English Education at Faculty of
Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah
Jakarta, 2015.
Kata Kunci : Analysis, Grammatical Error on preposition.
Penelitian ini bertujuan mengetahui jenis dan penyebab kesalahan grammar

dalam preposition yang banyak dilakukan oleh siswa kelas VII C SMP
Muhammadiyah 35 Jakarta. Metode penelitian ini adalah deskriptif analisis/ metode
qualitatif dengan menggunakan rumus: P = F/N. Data diambil dari hasil tes siswa
dengan mengikuti prosedur pada metode tersebut yaitu menghimpun data siswa,
menganalisanya, mendeskripsikan kesalahan yang terdapat pada tulisan siswa pada
preposition, kemudian mengambil langkah interpretasi data dan langkah terakhir
menyimpulkan hasil penelitian ini. Dalam penelitian ini, peneliti menggunakan teknik
purposive clustering sample dengan total populasi 97 siswa, tetapi hanya kelas VII C
yang berjumlah 28 siswa yang diambil sebagai sampel. Dalam mengumpulkan data,
peneliti memberikan tes dalam bentuk teks, yaitu membuat soal preposition yang
mereka sukai.
Hasilnya menunjukkan bahwa kesalahan yang paling banyak adalah salah

formasi yaitu sebanyak 307 kesalahan atau 82%. Kemudian yang kedua adalah salah
penempatan kata yaitu sebanyak 44 kesalahan atau 16%. Kesalahan ketiga terdapat
pada penghilangan kata yaitu sebanyak 24 kesalahan atau 6% dan Ada 2 kesalahan
penambahan kata atau 1%. Hasil penelitian ini, dapat disimpulkan bahwa kebanyakan
siswa kelas VII C SMP Muhammadiyah 35 Jakarta banyak membuat kesalahan pada
formasi, salah penempatan, penghilangan kata dan penambahan kata dalam penulisan
pada preposisi. Alasan mengapa mereka membuat kesalahan tersebut karena mereka
sulit membedakan antara bahasa ibu dengan target language yang memiliki banyak
pola (rules). Dapat disimpulkan bahwa penyebab kesalahan yang paling umum
dilakukan oleh siswa adalah intralingual transfer.
ii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah,
Lord of the world who gives the researcher blessing and much energy and granting a
lot of ideas, therefore, he can complete this “Skripsi”. Peace and blessing be upon the
prophet Muhammad, his families, his companions and his followers.
The researcher presents this “Skripsi” to Department of English Education of
Tarbiyah and Teachers’ Training Faculty UIN Syarif Hidayatullah Jakarta as a partial
fulfillment of the requirement for sarjana degree (S1). This work could not be
completed without a great deal of help from many people, especially Dr. Ratna Sari
Dewi, M.Pd., and Neneng Sunengsih, M. Pd., advisors who always guide and suggest
the researcher for making a “Skripsi”, from the beginning until the end.
In this occasion, the researcher would like to express the great honor, his
beloved parents, H. Didin and Nur Alpiah, who always give support and motivation
to finish the “Skripsi”.
The researcher also would like to convey her sincerest gratitude and
acknowledgement to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. All lecturers in English Education Department who have taught the researcher
during her study in Islamic State University.
3. Dr. Alek, M.Pd., the head of English Education Department.
4. Mr. Zaharil, M. Hum., the Secretary of Department of English Education.
5. His beloved brother and sister for their helps and supports.
6. The researcher friends who have given the researcher a lovely friendship.
7. The researcher classmate PBI A Non Regular 2008 who have given the researcher
great supports and motivations.
iii
The researcher also wishes to thank to his entire friends for their support who
he cannot mention one by one. And may this “Skripsi” be useful to the readers,
particularly to the researcher. Also the researcher realized that this “Skripsi is far
from being perfect. It is a pleasure for his to receive constructive critics and
suggestion from anyone who reads his “Skripsi”.
Jakarta, July 6, 2015
The Researcher
iv
TABLE OF CONTENTS
ABSTRACT........................................................................................................... i
ABSTRACK .......................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................... iii
TABLE OF CONTENTS ..................................................................................... v
LIST OF TABLES ................................................................................................ vii
LIST OF FIGURE ................................................................................................ viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I. INTRODUCTION ................................................................... 1

A. Background of the Research................................................ 1
B. Focus of the Research.......................................................... 3
C. Questions of the Research .................................................. 3
D. Objectives of the Research .................................................. 3
E. Significances of the Research ............................................. 4
CHAPTER II. THEORETICAL FRAMEWORK......................................... 5

A. The General Concept of Error Analysis ............................. 5
1. The Definition of Error ................................................... 6
2. The Sources or Cause of Error ....................................... 7
3. The Definition of Error Analysis .................................... 9
4. The Procedures of Analyzing Error ................................ 11
B. The General Concept of Preposition ................................... 20
1. The Definition of Preposition ......................................... 20
2. Types of Preposition ....................................................... 21
3. Function of Preposition .................................................. 27
CHAPTER III. RESEARCH METHODOLOGY........................................... 28

A. Method of The research....................................................... 28
B. The Time and Place of the Research ................................... 28
v
C. Data and Data Source ........................................................ 28
D. The Instrument of the Research .......................................... 28
E. Procedures of the Research ................................................. 29
F. Data Analysis Technique..................................................... 30
G. The Validity of Test ............................................................ 30
CHAPTER IV. FINDING AND INTERPRETATION................................... 32

A. FINDING ........................................................................... 32
1. Data Description.............................................................. 32
2. Data Analysis .................................................................. 34
B. INTERPRETATION ........................................................... 86
CHAPTER V. CONCLUSION AND SUGGESTION ................................... 87

A. Conclusion .......................................................................... 87
B. Suggestion .......................................................................... 87
REFERENCES .................................................................................................... 89
APPENDICES .................................................................................................... 90
vi
LIST OF TABLES
Table 2.1 The Examples of Omission Error ………………….…… … 13

Table 2.2 The Examples of Addition Errors …………………….…… 13
Table 2.3 The Examples of Misformation Errors ……………….……. 14
Table 2.4 The Examples of Misordering Errors ……………………… 14
Table 3.1 The Test Item Scheme ………………………………………. 29
Table 4.1 The Distribution of Preposition Tests Items …………..…… 32
Table 4.2 The Recapitulation of Student’s Error ……………………...... 34
Table 4.3 The Recapitulation of Classifications of Student’s Error….... 78
Table 4.4 The Recapitulation of Error Kinds…………………………… 80
Table 4.5 The Recapitulation of Causes of Student’s Error....................... 82
Table 4.6 The Recapitulation of Error Causes ………………………….. 84
vii
LIST OF FIGURES
Chart 4.1 The Recapitulation of Student’s Error .................................................... 81

Chart 4.2 The Recapitulation of Causes of Student’s Error................................... 85
viii
LIST OF APPENDICES
Interview Guide for Teacher…………………………………………………….. 1A

The Result of English Teacher Interview ………………………………………. 1B
Interview Guide for Student ……………………………………………………. 2A
The Result of Students’ Interview ……………………………………………… 2B
The Test Instrument ……………………………………………………………. 3
The Answer key of Instrument Test ……………………………………………. 4
The Students’ Score of the Test ………………………………………………... 5
The Result of Students’ Answer sheet………………………………………….. 6
Surat Permohonan Izin Penelitian…………………………………………….... 7
Surat Keterangan Telah Melaksanakan Penelitian ……………………………… 8
Kisi-kisi Penyusunan Soal .................................................................................. 9
Foto-Foto Murid ……………………………………………………………...... 10
Silabus and RPP ………………………………………………………………… 11
Pengesahan Proposal Skripsi …………………………………………………... 12
ix
CHAPTER I
INTRODUCTION
A. Background of the Research

There are two ways of how people use a language to communicate with
other people, orally and writtenly. When people use the language orally, they
produce the language by using their own speaking ability. On the other hand,
when people use the written one, they produce it by printing the words or
symbols. However, to be able to communicate with other people from different
countries, we need an international language such as English.
In fact, in Indonesia, English is considered as a compulsory subject at
formal education from Junior High School up to College level. At those levels,
including in Senior High School, when students learn English, they are expected
to be able to master four language skills. Those are listening, speaking, reading,
and writing.
In writing skills, to write the ideas meaningfully, the students have to
understand how to produce a text communicatively and accurately. However,
recently many studies found that students often make inaccurate writings, so it
causes ambiguity, misunderstanding, and in comprehensible meaning to the
reader. Nevertheless, the students have to master language to write an accurate
writing. One of them is grammar. It can be concluded that grammar is useful in
constructing accurate sentences to avoid misunderstanding, incomprehensible
message and ambiguity.
Nevertheless, grammar has a large limitation, and preposition is included
in it. prepositionis a usefullittle word”1. Preposition is a word or group of word
such as in, from, to, out, of, on behalf of”2. Although preposition is only a little
word or a group of word, preposition has important role in a sentence. With
preposition we can see the link between other words in the sentence. For the
1
John E. Warriner, Warriner’s English Grammar and Composition, (New York : Harcout
Brace Javanovich, Inc., 1982), p. 71
2
A S Homby, Oxford Advanced Learner’s Dictionary of current English, (New York :
Oxford University Press, 1987), p. 996
1
2
example, the sentence “he lives Jakarta” will have a meaning if it link with “in”.
Look at the sentence “He lives in Jakarta” has a meaning the place that he lives is
Jakarta. In the other word the main role of the preposition is to indicate the
relatioship between words in a sentence . it made us easier to understand the
meaning of the sentence. Accourding to Marcella Frank there are many kind of
preposition. The types of preposition as follows : Physical Relationship and other
semantic relationship. In the physical relationship are three kinds of preposition;
preposition of time, preposition of place and preosition of direction. And other
semantic relationship are; preposition of couse or reasion, preposition of
cocession, preposition of condition, preposition of purpose, preposition of
accompaniment, addition, comparison, degree, instrument, means, manner, in the
capacity of, material, source, seperation, possession or origin, partision,
apposition, characterized by, arithmetical function, exception, reference, and
example3.
This idea is also supported by the researcher’s experience in teaching such
topic in his PPKT (Praktek Profesi Keguruan Terpadu) in one of the junior high
schools in Tangerang. The researcher taught preposition of place material to the
eighth grade students as a repetition since it had been taught when they were at
the seventh grade. The researcher interviewed the English teacher when the
teacher gave a test about preposition, some students made mistakes on writing and
understanding of preposition, especially in using place, time and direction. Notice
these common errors that the students did in formative test:
- “Saya melihat ia di hari sabtu” becomes “I saw him Saturday.”
- “Atap di atas lantai” becomes “the ceiling is on the floor.”
Those sentences are grammatically incorrect. Both of them are influenced
by the students’ native language. The error of the first sentence is the omission of
“on”. The students are still influenced by their native and translate it into English
directly without paying any attention to use “on”. It should be revised to become
3
Marcella Frank, Modern English : a practical reference guide, p. 164-171
3
“I saw him on Saturday”. The error of the second sentence is use “on”. It should
be revised to become “the ceiling is above the floor”.
The above reasons stimulate the researcher to analyze such errors
produced by students. To be more specific, the researcher practically identifies the
errors that the students made on preposition in English writing.
Based on the explanation above, the researcher intends to analyze
students’ errors on preposition. Therefore, he chooses a title “AN ANALYSIS
STUDENTS’ ERROR ON PREPOSITIONIN ENGLISH WRITING” (A
Case Study at the first Grade of SMP Muhammadiyah 35 kebayoran lama)”.
B. Focus of the Research

In order to prevent a misunderstanding and to clarify the problem based on
the background of the research, the researcher focuses the study on the error made
by students on Preposition in English Writing, at SMP Muhammadiyah 35
kebayoran lama, in the First Grade students class.
C. Questions of the Research

Furthermore, the researcher formulates the research question as follows:
1. What types of error are made by the First Grade students of class of SMP
Muhammadiyah 35 kebayoran lama on Preposition in English writing?
2. What causes of error are made by the First Grade students of class of SMP
Muhammadiyah 35 kebayoran lama on Preposition in English writing?
D. Objectives of the Research

In line with the research questions above, the objectives of the research
are:
1. To find the types of error made by the First Grade students ofclass of SMP
Muhammadiyah 35 kebayoran lama on Preposition in English writing.
2. To find the causes of error made by the First Grade students of class of SMP
Muhammadiyah 35 kebayoran lama on Preposition in English writing.
4
E. Significance of the research

This research was conducted to analyze the grammatical error types
produced by the students on preposition towards their language learning. The
contributions of the study are conveyed to:
1. Students
The findings of the present study may encourage the students to produce
preposition correctly and enhance their English proficiency; they are also
expected to be able to identify their error and to avoid the error or mistake in the
future.
2. Teacher
It is expected to be useful information for the teacher so that they will
know how far the students comprehend the preposition and the errors made. It
also enables the teacher to do some evaluation to improve their teaching
techniques, and to develop teaching materials effectively.
3. Further Researcher
It can be used as basic information for further studies preposition in
English.
4. Researcher particularly and readers broadly who are concerned with this paper
It is as one of the resources which can enhance their perception and
knowledge in studying preposition.
CHAPTER II
THEORETICAL FRAMEWORK
A. The General Concept of Error Analysis

In acquiring the foreign language, the learners may do some errors or
mistakes as Dulay and Burt on Richards’ book, Error Analysis: Perspectives on
Second Language Acquisition, stated, “You can’t learn without goofing”. 1 They
view the error as a natural product of the process of second language learning. It
means that the students as the learners may produce many forms which would not
be produced by a native speaker of the standard form of the target language.
Erdogan has also the same thought with Dulay and Burt about error. He
said, “It is inevitable that learners makes mistake in the process of foreign
language learning.”2 And Erdogan explains in the 60’s, some linguists claimed
errors were caused by the interference of mother tongue. It means the treatment of
errors at the time, contrastive analysis in this case, only suspect that the
persistence of mother tongue as the cause. As Erdogan continues, with the view of
error analysis, it was not only the interference of mother tongue as the cause of
errors, but also the learning strategies of the target language. Error analysis has
proved what contrastive analysis did not predict by mentioning the target
language may also be the cause of errors.
Furthermore, Dulay, Burt, and Krashen stated, “Errors are flawed side of
learner speech or writing. They are those parts of conversation or composition that
deviate from some selected norm of mature of language performance”.3
Still in the view of foreign language learning, linguist experts give various
definitions of error analysis such as Brown defined, “Errors can be observed,
analyzed, and classified to reveal something of the system operating within the
1
Jack C. Richards, Error Analysis: Perspectives on Second Language Acquisition, (London:
Longman,1974), p. 95.
2
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin
University Journal of the Faculty of Education, 1(2), 2005, pp. 261—270.
3
Heidi Dulay, et al.,Language Two, (New York: Oxford University Press, 1982), p. 138.
5
6
learner, led to a surge of study of learners’ error”4. In other words, the study of
error is a part of investigation of the process of language learning.
Corder also assumed that error analysis, branch of applied linguist activity,
has two functions, theoretical and practical aspect. Theoretically, it is used to
investigate the language learning process. However, practically, it is used to
guide the remedial action.5
Moreover, Richards stated, “the field of error analysis may be defined as
dealing with the differences between the way people learning a language speak
and the way adult native speakers of the language use the language”. 6 In other
words, it is about the differences of how the native and non-native speaker use or
deliver the messages in which its differences should be analyzed to overcome
learners’ errors.
From those opinions, the researcher concludes that error analysis is the
deviation or unwanted form made by the learners because they do not understand
the rules of the target language, and the error analysis is defined as the study of
learners’ error. In addition, the researcher considers the errors as a language
system reflecting the learners’ knowledge, and realizes that by learning the errors
the learners will improve their own ability in acquiring the language, because the
error actually is a part of learning and learners’ strategies used to learn the foreign
language. In other words, it is a language learning process providing the learners a
valuable insight in it.
1. The Definition of Error

In order to analyze learner’s language in a proper perspective, it is
important to distinct between mistakes and errors. Errors and mistakes are the two
synonyms, that a little bit have same meaning, but in learning language, these
words have different in meaning. There are various definitions of errors and
4
Douglas Brown, Principles of Language Learning and Teaching, 5th ed., (United States:
San Francisco State University, 2007), p. 259.
5
S. P. Corder, Error Analysis and Interlanguage, (Great Britain: Oxford University Press,
1981), p. 45.
6
Jack C. Richards, Error Analysis and Second Language Strategies, language Science, 17,
1971, p. 3.
7
mistakes that have been presented by linguist. However, basically those

definitions have same meaning while the difference lies only on the way they
formulate it.
According to Richard mistake is made by a learner when writing or
speaking is caused of lack of attention, fatigue, carelessness, or other aspect of
performance.7 Then, Brown states that mistakes refer to deviations due to
performance error that it is a deviance to utilize a known system correctly, and it
is caused by temporary lapses of memory, confusion, slips of the tongue and so on
and it can be self-corrected.8
From the explanation above, the researcher can infer that mistake is a
deviance which occur because the learner tend to be careless in applying the
knowledge or the rules that he/she actually knows and this deviance can be
corrected by himself/herself either by giving sufficient prompt or without giving
prompt from the teacher. In other words, an error is made by a learner because of
lacking ability of the target language. The researcher can give conclusion to
distinguish between error and mistake; the first way is by checking the
consistency of learner’s task or performance. If she/he sometimes uses the correct
form and sometimes the wrong one, it is a mistake. However, if she/he always
uses the incorrect form, it is an error. The second is by letting learner to try to
correct his own deviant. If she/he is unable to correct it, the deviation is error, but
is she/he is successful, it is a mistake.
2. The Sources or Causes of Errors

One aim of analyzing students’ errors it to know what cause which
influence students’ errors. So, before analyzing it, the researcher should know the
cause of errors. However, there are two terms in discussing this; they are ‘sources
of error’ by Brown and ‘causes of error’ by Richard. Then, it does not need to
7
Jack C. Richards, Error Analysis: Perpective oc Second Language Axquisition, (London:
Longman Group, Ltd., 1985), p. 95.
8
H. Douglas Brown, Principles of Language Learning and Teaching, 5th edition, (New
York: Pearson Education, 2006), p. 257.
8
confuse about these terms because basically these terms have same meaning while
the difference lies only on the way they formulate it.
Errors in learning and performing target language cannot be avoided. One
of sources of errors is the rules of students’ language are different to the target
language. Brown mentions that errors are caused by some following factors it
interlingual transfer, intralingual transfer, context of learning, and communication
strategies:9
1. Interlingual transfer is the interference of the first language. Since the
target language system is still unfamiliar, so that the first language
becomes the only previous linguistic system that the learner can refer.
2. Intralingual transfer is the source of errors caused by the influence of
target language rules.
3. Context of learning is the source of errors caused by the learners’
misinterpretation of the teacher’s explanation and textbook or an
inappropriate pattern contextualization.
4. Communication strategies were related to learning style. Learners usually
try an effort to cross their message, but sometimes it can be error.
Richards also mentions some causes of developmental errors is
overgeneralization, ignorance of rule restrictions, incomplete application of rules,
and false concepts hypothesized.10
1. Overgeneralization it happens when the students apply the previous rule

that they learned before to another pattern that has a different rule.
2. Ignorance of Rule Restrictions It is still closely related to generalization,
which students fail to apply rules to where they do not apply.
3. Incomplete Application of Rules is the structures occur as the
representation of development of the rules required to make acceptable
utterances.
9
Brown, op. cit., p. 263.
10
Jack C. Richards, A Non-Contrastive Approach to Error Analysis, International Center
for Research on Bilingualism, Laval University, 1970, pp. 8-14.
9
4. False Concepts Hypothesizedis the faulty comprehension of distinctions in

the target language causes developmental errors.
James also gives the four major categories of errors and the sources, which
are interlingual, intralingual, induced error, and compound and ambiguous:11
1. Interlingual, errors are caused by mother tongue interference. The

persistence of the first language influences the learners in using the target
language.
2. Intralingual, errors are caused by target language. Some rules of the target
language make the learners fail to distinct each other’s.
3. Induced Error, errors are caused by material-induced error, teacher-talk
induced error, exercise-based induced error, errors induced by pedagogical
priorities, look-up errors.
4. Compound and ambiguous, a lexical and phonological causes.
It has been assumed that errors as being caused only by the interference of
the first language. However, some linguists above have explained that the target
language and other sources may cause errors as well.
3. The Definition of Error Analysis

In learning language process, making error is unavoidable for a learner
because error is natural part of language learning. Student cannot learn a language
without first systematically committing errors, and a study of students’ errors is
part of the systematic study of the students’ language.
According to Dulay, studying students’ errors serves two major purposes
is providing data that can be used to make the nature of the language learning
process and giving some hints to the teachers and curriculum developers which
types of error that prevent the learners to communicate effectively.12
11
Carl James, Errors in Language and Use: Exploring Error Analysis,(London: Longman,
1998), pp. 179-200.
12
Heidi Dulay, op. cit., p. 138.
10
It is important to investigate the errors that students made in order to

enable the learners to communicate effectively and to prevent the learners to make
the same errors.
Brown claims, “learning is fundamentally a process that involves the
making of mistakes, misjudgments, miscalculations, and erroneous assumptions
form an important of aspect learning virtually any skill or acquiring
information13”. It means that errors or mistakes are inevitable. In learning
language, errors and mistakes are considered as the part of process in acquiring
the target language.
It is clearly different from Contrastive Analysis (CA) that making
comparison between the first language and the target language. Error Analysis
focuses the errors by making comparison between the target language and the
target language itself.
As Dulay states “the Error Analysis (EA) movement can be characterized
as an attempt to account for learners’ errors that could not be explained or
predicted by Contrastive Analysis (CA) or behaviorist theory, and to bring the
field of applied linguistic into step with the current climate of theoretical
opinion14”. Error Analysis has shown up to criticize what Contrastive Analysis.
Corder claims that Error Analysis (EA) has two functions; theoretical and
practical.15
a. The theoretical aspect of error analysis is the methodology applied to
investigate the process of teaching learning.
b. The practical aspect of error analysis has a function in building the
remedial action.
Rephrasing what Corder mentions above, Error Analysis (EA) has given a
contribution to language teaching learning at both theoretical and practical
aspects, and it enables teachers to find out the sources of error and to deal against
them.
13
Brown, op. cit., p. 257.
14
Dulay, op. cit., p. 141.
15
S. P. Corder, Error Analysis and Interlanguage, (New York: Oxford University Press,
1981), p. 45.
11
4. The Procedures of Analyzing Errors

In analyzing learners’ errors the researcher should do the procedures in
conducting an error analysis. Ellis provides five steps which are originally
proposed by Corder, they are: collecting of a sample of learner language,
identification of errors, description of errors, explanation of errors, and evaluation
of errors.16 The following section will clarify these five steps.
a. Collecting of a Sample of Learner Language
Collecting a sample of learner language provides the data for the error
analysis. The researcher needs to be aware that the nature of the sample being
researched may influence the nature and distribution of the errors observed. The
nature and quantity of errors is likely to vary depending on whether the data
consist of natural, spontaneous language use or careful, elicited language use.
However, students often do not produce much spontaneous data, which guide
Corder distinguished two kinds of elicitation. Clinical elicitation involves getting
the informant to produce data of any sort, composition. Experimental elicitation
involves the use of special instruments designed to elicit data containing the
linguist features which the researcher wishes to investigate.17
Furthermore, based on those explanations, the researcher uses the
experimental elicitation language data to analyze students’ errors. In order words,
the researcher uses students’ writing, especially in using degrees of comparison,
to investigate or analyze students’ errors
b. Identification of Errors
The identification of errors involves a comparison of what the student has
produced with what he/she intended to express. In other words, we compare
his/her erroneous utterance with what a native speaker would produce in the same
context. We identify errors by comparing original utterances with what corder
calls reconstructed utterances, that is, correct utterances having the meaning
intended by the student.18
16
Rod Ellis, The Study of Second Language Acquisition, (Oxford: Oxford University Press,
2008), p. 46.
17
Ellis, op. cit., p. 37.
18
Ibid.
12
The reconstructed utterance is based on our interpretation of what the

students was trying to say. The problem is that we do not know what construction
the learner intended. For that reason, corder suggests solution depending on
whether we have access to the students or not. Firstly, if the students present we
can ask them what they intended to say to make authoritative reconstruction, it
called authoritative interpretation. Then, if the students are not available for
consultant, we have to attempt an interpretation of their utterances base on its
form and its linguistic and situational context.19
Since the point of this study is analyzing the students’ errors on the form
and the usage of degrees of comparison, it is not difficult to interpret what the
students want to express in their writing. So, the researcher focuses on the
transformations of the adjectives in making comparative or superlative degree.
Moreover, many issues arise in identifying students’ errors; one of them is
whether a distinction should be made between errors and mistake. In fact, the
researcher has explained the definitions about errors and mistakes in the previous
session; although, she will give more explanations about the differences between
them. Errors arise as a result of lack of knowledge, besides mistakes arise as a
result of memory limitations, competing plans, and lack of automaticity. Corder
argues that errors analysis should be restricted to the study of errors, and mistakes
should be eliminated from the analysis.20
c. Description of Errors
In analyzing learners’ errors, some linguist makes some classifications of
errors. Here are four categories Dulay, Burt, and Krashen classified omission,
addition, misformation and misordering.21
Firstly, omission errors occur when an element of the sentence that should
be presented is omitted or by the absence of an item that must appear in a well-
formed utterance, and it often occurs in form of morphemes. There are two main
types of morphemes: lexical morphemes and grammatical morphemes. Lexical
morphemes consist of referential meaning of the sentence such as noun, verb,
19
Ibid., pp. 37-38.
20
Ellis, op. cit., p. 48.
21
Dulay, op. cit, pp. 154-162.
13
adjective, adverb in the sentence. However, grammatical morphemes, include

noun and verb inflections, plays a minor role in conveying the meaning of the
sentence.
Table 2.1
The Examples of Omission Errors
Classifications Error Recognition Error Reconstruction
Omission of subject *Must ^ write also your Must I write also your
name on this form? name on this form?
Omission of auxiliary *I not crying. I am not crying.
Omission of regular past *A strange thing happen^ A strange thing
tense -ed to me yesterday. happened to yesterday.
Omission of preposition: *I want to go ^ New York I want to go to New
(to) York
Omission of Progressive *I am play ^ with it I am playing with it
-ing
Note: - Symbol ^ is omission
- The bold printed sentences are adopted from Dulay, et al.
Secondly, addition errors are the opposite of omission errors. It is a

phenomenon in which a certain aspect of language rules is added into a correct
order (correct sentence). In order words, some elements are presented in which it
should not be presented.
Table 2.2
The Examples of Addition Errors
Classification Error Recognition Error Reconstruction
Addition of plural (s) *The books is here The book is here.
Addition of present *John doesn’t likes it John doesn’t like it
indicative (s)
Addition of direct object *We took it away the hat We took it away
(the hat)
Addition of auxiliary *John wasn’t did John wasn’t swimming
(did) swimming
Addition of regular past *I didn’t played with it I didn’t play with it
(ed)
Note: -The underlined letter or word is addition
14
Thirdly, misformation errors are characterized by the use of the wrong form
of the morpheme or structure. In other words, the error of using one grammatical
form in the place of another grammatical form or the learner supplies something,
although it is incorrect.
Table 2.3
The Examples of Misformation Errors
Misformation of regular *I falled down I fell down
past (falled)
Misformation of *What did you doing at 8 What were you doing at
auxiliary (did) o’clock? 8 o’clock?
Misformation of *Daddy took me at the Daddy took me to the
preposistion (at) train train
Misformation of *He is licking hisself He is licking himself
reflexive pronoun
(hisself)
Misformation of *it is an book It is a book
indefinite article (an)
Note: - The underlined word is misformation
Finally, misordering errors occur when a sentence which its order is

incorrect. The sentence can be right in presented elements, but wrongly
sequenced.
Table 2.4
The Example of Misordering Errors
Misordering of verb Be *What this is? What is this?
(is) in simple question
Misordering of forming *He is my friend best He is my best friend
noun phrase
Misordering of *Fignisicant Significant
pronunciation or spelling
Misordering of negative *I was playing not guitar I was not playing guitar
Misordering of adverb *I eat sometimes candy I eat candy sometimes
15
Note: - The underlined word is misfordering

d. Explanation of Errors
Ellis maintains that explaining the cause of errors is the most important for
a research as it involves an attempt to establish the process responsible for second
language acquisition.22
Hubbard, et al., said that there are three major causes of errors, they are
mother tongue interference, overgeneralization, and errors encouraged by
teaching material or method. 23
a. Mother Tongue Interference
Mother tongue interference is the result of language transfer caused by
learners’ first language or the transfer of grammatical elements from learners’
mother tongue to the target language such as at morphological level; Indonesian
students tend to omit the plural suffix at the end of the word. For example, *two
student instead of *two students
b. Overgeneralization
Overgeneralization is the result of faulty or partial learning of the target
language. In other words, it is caused by learner creates a deviant structure based
on his own experience of other structure in target language. The learner tended to
use two tense markers at the same time in one sentence since they have not
mastered the language yet. For example, When they say *He is comes here, it is
because the singularity of the third person requires /is/ in present progressive
tense and /-s/ at the end of the main verb in present simple tense. Another
example, *she drinked all the lemonade. It is because of the use of suffix /-ed/ for
all verbs in forming past tense.
c. Errors Encouraged by Teaching Material or Method
Error can appear to be induced by teaching process itself. In other words, it
is called as teacher-induced errors. For that, Hubbard et al., said, “Error is an
22
Ellis, op.cit., p. 53
23
Peter Hubbard, et al., A Training Course for TEFL, (New York: Oxford University Press,
1983)pp. 140—142.
16
evidence of failure of ineffective teaching or lack control. If material is well

chosen, graded, and presented with meticulous care, there should never be
error”.24
The errors are difficult to classify without studying the teaching material
and teaching technique or method. Corder in A Training Course for TEFL by
Hubbard, et al., admitted, “It is however, not easy to identify such error except in
conjunction with a close study of the material and teaching technique to which the
learner has been exposed. This is probably why so little is known about them.”25
For example,*I am go to school every day. It is caused by teacher giving more
emphasizing on one tense, present progressive tense, so learners overuse it when
moving on to a new patterns.
Furthermore, Richard characterized three sources of errors, they are
interference errors, intralingual errors and developmental errors.26
1) Interference Errors occur as a result of ‘the use of elements from one
language while speaking another’. It is also said that students who learn
English as a second language, and when first language and English come
into contact with each other there are often confusions which provoke
errors in a learner’s use of English. Brown called this term as interlingual
transfer; he said that in the stage, before the system of the second language
is familiar, the native language is the only linguistic system which the
learner can draw. For example, the learner said “the book of Jack” instead
of “Jack’s book”.27
2) Intralingual Errors are those which reflect the general characteristic of
rule learning, such as faulty generalization, incomplete application of
rules, and failure to learn conditions under which rules apply.
3) Developmental Errors occur when the learner attempt to build up
hypothesis about the target language on the basis of limited experience of
24
Ibid., p. 142.
25
Ibid.
26
Richard, op.cit., p. 174.
27
Brown, op.cit., p. 177.
17
it in the classroom or text book. Brown called this term as “context of

learning” instead of developmental errors.
Errors occurred for many reason, still in explaining learners’ errors the
researcher uses Brown terms; interlingual transfer, intralingual transfer, and
context of learning. In interlingual errors, a student may make error because
he/she assumes that the target language and his native language are similar, in
fact, they are different. Another obvious cause is an incomplete knowledge of the
target language and the complexity of target language. The error occurs because
of the difficulty of processing forms that are not yet fully mastered, which is
known as intralingual errors and context of learning is also the cause of errors. In
this case, the book or the method being used in teaching learning process do not
suit the students, so it may cause the students cannot understand the material
being learn and the students less motivated.
e. Evaluation of Errors
Error evaluation involves a consideration of the effect that errors have on
the person (s) addressed. This effect can be measured either of the addressee’s
comprehension of the students meaning or in terms of the addressee’s affective
response to the errors. However, Ellis states that if the addressees are native
speakers, they appear to be more concern with the effect that an error has on their
comprehension, while if the addressees is non-native speakers, they are more
influenced by their ideas of what constitute the ‘basic’ rules of the target
language.28
Moreover, error evaluation also involves determining the seriousness of
different errors which one receives instruction. In case, the addressee is a non-
native speaker teacher, he/she should give the correction of errors according to
nature and significance of errors, priority should be given to errors which may
affect communication and cause misunderstanding. Harmer in Erdogan suggests
three steps to be followed by the teacher when errors happened. The teacher first
listens to the students, then identifies the problem, and puts it right in the most
28
Ellis, op.cit., pp. 56-57
18
efficient way. Except for correcting written work, the teacher should not correct
the errors directly but instead, should put marks representing there is something
wrong with that sentence.
f. Common Error in Using Preposition

Martiin Parrot states that many learners often see prepositions as major of
problem.
1. There are so many preposition in English (many more than in a lot of
other language) and learner often have to make choices and
distinctions there are not necessary in their own language.
2. Many choices have little or nothing to do with meaning, and are
therefore particularly difficult to remember.29
The statement above indicates that many students are difficult how to put
the correct preposition. Even though some of the students have already known of
preposition, they still can make the wrong pattern in the preposition well. The
error can be found in students constructing the context whether in that context
should be used preposition. It also can be happened in choosing others kind of
preposition in others situation or context.
Parrot claims that there are some of the factors that may cause learner’s
difficulty in learning preposition:
1. Preposition may be very similar in meaning and the learner’s first
language may not make equivalent distinctions.
2. Verbs, adjectives and nouns with similar or related meanings may
require different prepositions.
3. Verbs in the learner’s language may require a particular preposition
whreas a similar verb in English may require no preposition or one
which is used in contexts the learner finds surprising.
4. Different part of speech of the same word may require different
preposition.30
29
Martin parrot, Grammar for English Language Teacher, (printed in United Kingdom;
Cambridge University Press, 2000), p. 83,.
19
According to Larsen and Celce, there are three types the problem from the
learner’s: using the wrong preposition, omitting required preposition, and using a
superfluous preposition.31
Dulay stated that the most commons errors are:
1. Omitting grammatical morphemes, which are items that do not
contribute much to the meaning of sentences, as in He hit car.
2. Double marking a semantic feature (e, g. past tense) when only one
marker is required, as in She didn’t went back.
3. Regularizing rules, as in womens for women.
4. Using archiforms – one form in place of several – such as the use of
her for both she and has, as in I see her yesterday. Her dance with my
brother.
5. Using two or more form in random alternation even though the
language requires the use of each only under certain conditions, as in
the random use of he and she regardless of the gender of the person of
interest.
6. Misordering items in contructions that require a several of word-order
rules that had been previously acquired, as in What you are doing?, or
misplacing items that may be correctly placed in more than one place
in the sentences, as in They are all the time late.32
30
Ibid., p. 88-89.
31
Marrianne Clece, Diana Larsen, and Freeman, The Grammar Book An ESL/EFL
Teacher’s Course, (Printed in The USA, London: Newbury House Publisher, Inc., 1983), p. 261.
32
Dullay, Burt, and Krashen, op. cit., pp. 138-139.
20
B. The General Concept of Preposition

Preposition is a part of speech, it is very important in the sentences to
indicate something is located.
1. The Definition of Preposition
John E. warriner says “reposition is a useful little word” 33. Meanwhile A S
Homby says “Preposition is a words or group of word such as in, from, to, out, of,
on behalf of34. Although preposition is only a little word or a group of word,
preposition has important role in a sentence. With preposition we can see the link
between other words in the sentence. For the example, the words “He lives” with
the word “Jakarta” have a meaning the place that he lives is Jakarta. In the other
word the main role of the preposition is to indicate the relationship between words
in a sentence. It made us easier to understand the meaning of the sentence.
Preposition always goes with a noun or pronoun which is called the
objective of the preposition. And the preposition of preposition is always before
the object of the preposition (noun or pronoun). As A S Homby says “Preposition
is a word or a group of words such as in, from, to, out, of, on behalf of, used
before a noun or pronoun to show place, position, time or method.
The combination of preposition and the object of preposition called a
prepositional phrase. It means that preposition never stands alone, and preposition
only has a meaning when it combined. For example, in the sentence “the cat
sleeps on the sofa”, the word “on” is a preposition, introducing the prepositional
phrase “on the sofa”.
According to Jeans Yeats, preposition is followed by one or more patterns,
which indicate the word order appropriate for the definition. “35
The researcher summarizes that preposition connects one part of speech
with another. Preposition always followed by noun or pronoun which is called the
object of preposition. The preposition is always before the noun or pronoun when
33
John E. warriner, Warriner’s English Grammar and Composition, (New York : Harcout
Brace Javanovich, Inc., 1982).p.71.
34
A S Homby, Oxford Advanced Learner’s Dictionary of Current English, (New York :
Oxford University Press, 1987).p.996.
35
Jean yates, The Ins and Outs of Prepositions, (NewYork : Barron’s Educational Series,
Inc, 1999), p. 3.
21
the preposition combines with noun or pronoun, the combination called a

prepositional phrase. A preposition is used in a prepositional phrase to indicate
place, position, time, or method.
2. Type of prepositions
There are many kind of preposition. According to Marcella Frank there are
two types of prepositions: preposition of time and prepositions of place – position
and direction.36
a. The common preposition is used to talk indicate the times are:
On
On is used to indicates the days of the week, that and special holidays.
Examples:
I am going to swim on Sunday. (On is used with a day of the week)
I buy this bag on 30 November. (On is used with a day of the month)
I saw him on your birthday. (On is used with a special holiday)
At
At is used to indicate the specific times.
Examples:
The test will start at five o’clock. (At is used with an hour of the day)
I will call you at 9 AM.
The shop closes at midnight. (At is used with a part of the day considered
as a point)
In
In is used to indicate part of the day, year, months, seasons, and duration.
b. Proposition of Place-Position and Direction
There are two kinds of prepositions that show the position and direction,
they are:
1. Position
36
Marcella Frank, “Modern English a practical reference guide”, (New Jersey: Practice
hall, inc., 1972) p. 163.
22
Preposition of position is preposition that indicates the space of one thing

and another in the sentence and usually placed before noun and pronoun.
1) The point itself

 In or inside
In or inside indicate the location inside or within something
else.
Examples:
The pencils are is the box.
The puppy is in the trush can.
There was no Ann inside the mouse.
 On
On indicates the surface location of something and location
higer than something and touching it; on top of.37
Examples:
Put the dish on the table.
The newspaper is on the table.
A clock is on the wall.
 At
At indicates the general location such as school, home andname
of building.
Examples:
We meet Jhon at the bookstore yesterday.
He’s at school.
Meta is at the bank.
At is also used for address with street numbers.
Examples:
plives at 25B Limun Street.

2) Higher or lower than a point
37
Yates, op. cit., p. 87.
23
Higher.
 Over
Over means the higher position then something.
Examples:
The pictures were hanging over the sofa.
The cat jumped over the wall.
Edward climbed over the hill.
 Above
Above and over have similar meaning. The both mean higher
than something but above normally refers being directly above
you.
Examples:
The ceiling is above you.
He lives on the floor above use.
The lamp is above my head.
Lower
 Under
Under means the lower position than something else and on the
ground.
Examples:
We sat under the free.

The cat is under the table.
A subway runs under this street.
 Underneath
Underneath means the lower position that something and
covered by something else.
Examples:
The sheets are under neanth the blankets.
24
He swept the dirt under neanth the rug.

He wore the t-shirt under neath the jacket.
 Below
Below means the lower position of something than something
else but above ground.
Examples:
He lives on the floor below us.
Death valley is 86 meters below sea level.
3) Neighboring the point
 Near
Near means close to in a little distance.
Examples:
Our house is near the supermarket.
He lives near the university.
This building is near the subway station.
 Next to
Next to means at the side of with nothing else between them.
Examples:
Ber best friend sits next to her.
The brite stands next to the groom.
The teather is right next to the post office.
 Beside
Beside means next to
Examples:
He sat beside his wife during the party.
Jane standing beside her car.
The pupply is beside the phone.
 Between
Between indicates the separating of two things.
Examples:
Rumy standing between Hady and Teguh.
25
Our house is between the supermarket and the school.

He sat between his two sons.
If more than two persons or thing are positioned around appoint, among is
used.
Examples:
He sat among all his grandchildren.
Farrel is standing among his friends.
My brother is standing among Robby, Susi and Maria.
 Opposite
Opposite means something that directly facing someone or
something else.
Examples:
The museum is just opposite the post office.
Robby sat opposite the wall.
Jane’s house is opposite the school.
The teather is opposite the office.
2. Direction
Preposition that describes the direction of place.
 Across
Across indicates the direction of movement from one side of an
area to the other side.
Examples:
The girl run across the yard.
The students walk across the bridge.
 Towards
Towards indicates the movement of something in direction of
something else.
26
Examples:
We run towards the school.
Jane goes 5 steps towards the house.
 Through
Through means going from one point to the other point.
Examples:
You shouldn’t walk through the forest.
You can drive through that town in an hour.
 Around
Around indicates the movement of something in a circle
direction in place.
Examples:’
The ship sailed around the island.
We walked around the school.
 To
To indicates the movement of something towards something
else.
Examples:
I like going to japan.
We went to the cinema.
Maria goes to the library with her sister.
 From
From indicates the place where is starts.
Examples:
He came from Bogor.
That flower picks from the garden.
The ship sailed from Indonesia.
 Into
Into indicates something that enter the place.38
38
Englisch-hilfen.de,learning english online, 2013,
(http///www.englischhilfen.de/en/grammar/prepositions_place.htm).
27
Examples:
You shouldn’t go into the castle.
My mother goes into the kitchen.
I drive into the city every day.
3. Function of prepositions
The preposition has the function of connecting a noun or pronoun to
another word, usually a noun, verb or adjective.39 Prepositions are always
followed by noun or pronoun. There are connecting word that shows relationship
between the nouns and the words that following them. They usually indicate
relationship such as place, direction, time, date and separation between two
objects in the sentence.
Examples:
a. Preposition that connecting a noun or pronoun with noun.

The boy put the book on the table.
b. Preposition that connecting a noun or pronoun with verb.
They arrived in the morning.
c. Preposition that connecting a noun or pronoun with adjective.
The man is successful in her business.
39
Frank, op. cit., p. 171.
CHAPTER III
RESEARCH METHODOLOGY
A. Method of the research

The researcher used the descriptive analysis method and used the
procedure of grammatical error on preposition. The researcher described the
students’ errors in testing preposition by using percentages of students’ errors.
The researcher came to the school in order to get data. The data required is the
information of the students’ answer sheets on Preposition in English Writing
which was given by the researcher.
B. The Time and Place of the research

In writing this Skripsi, the research was started from March, 23th up to
April, 30th 2015, it was conducted at the seventh grade students of SMP
Muhamadiyah 35 Kebayoran lama, Jakarta Selatan.
C. Data and Data Source

In this research, the researcher took the data from the First Grade students
of SMP Muhammadiyah 35 Jakarta in which there are three classes; VII-A
consist of 35 students, VII-B consist of 32 and VII-C consist of 30 students. So
the total is 96 pupils. In this research, the researcher took the data sources in the
VII-C in which it consists of 30 students. When the researcher administered the
test, there were two students who were absent. The total of respondents became
28 students.
D. The Instrument of The Research

In this research, the researcher gave instrument to collect the data were
interview and test. The interview used to know the difficulties faced by students in
learning preposition. Therefore test, the researcher gave a test to the students
which consisted sentence with the types of preposition forms and constructing
28
29
sentences about preposition, there were two kinds of questions and the test
consisted of 40 items.
E. Procedures of the Research

The technique of collecting data is one of the important things in this
research. In this research, the researcher took some steps:
1. Written test
In this research, the researcher took the data of the first grade students of
SMP Muhammadiyah 35 Kebayoran lama. They consist of three classes; class
VII-A consist of 35 students, class VII-B consist of 32 and VII-C consist of 30
students. So they are 97 students in number. The researcher took the data source
from VII-C which consist 28 students.
The researcher gave of English test about preposition of form to the class
VII-C. The test consists of completing in the sentences with the right preposition
form (completion item) and arranging the sentences involving preposition. This
test consisted of 40 items consisted of preposition.
Table 3.1
The Test Item Scheme
No Type of preposition Item Number

1. Preposition of time 4.5. 6.7.13.16.14.24.26.27.37.38.
2. Preposition of place 1.3.9.10.17.18.19.21.22.28.29.30.

31.34.35.36.
3. Preposition of direction 2.8.11.12.15.20.23.25.32.33.39.40

.
30
2. Interview
The data of this study was collected by using interview technique. The
researcher used this technique as supplement of the data to get the information
why the students have low understanding of preposition in English writing. An
interview is a purposeful conversation, usually between two people but sometimes
involving more, that is directed by someone in order to get information from
other.
In this research, the interview was used as supporting data. Before giving
test, the researcher asked the teacher considering students’ problem in using
preposition. Furthermore, after giving test, the researcher asked the students about
their difficulties in learning preposition.
F. Data Analysis Technique

From the data, the researcher uses the descriptive analysis technique to verify
the frequency of the errors in the students’ answers and algorithm for error
analysis as the procedure of analysis. Some tables were set up the percentage of
the errors based on the category of prepositions. Therefore, the formula used in
the research is:
= × 100%
P : Percentage
F : Frequency of errors
N: Number of observed sample1
G. The Validity of Test

The validity of the test means to determine if they measure what is
intended to measure. In this research, the researcher prepared the test that is not
difficult and not too easy. He set the test that relates to the curriculum that the
teacher uses to teach English grammar that has been given to the students when
1
Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada,
2005), p. 43.
31
they were in 2014/2015 seventh year students. The materials for the test were
taken and developed from the handbook of seventh year students of SMP, not only
that the test also approved by our advisors. Based on the explanation about the
test, the researcher considered that the test is valid.
CHAPTER IV
FINDINGS AND INTERPRETATION

A. FINDING
1. Data Description
The researcher conducted a test to seventh grade students of SMP
Muhammadiyah 35 kebayoran lama Jakarta selatan. The researcher gave 40 items
numbers test to students which are focused on the use of preposition. The
researcher then identified the students’ errors by using procedures of error
analysis, and the result is being presented in the table. Analyzing the interview
result was done after identifying the most frequent error made by students in the
usage and the form of preposition. Here are the descriptions of students’ test and
interview:
a. The Result of Test

The researcher has given the test about preposition to 28 students of SMP
Muhammadiyah 35 on 23rd of March 2015. Actually the number of the students
in this class is 30, but two of them were absent. So, the samples of this research
are 28 students.
The test consist of 40 items which only focus on preposition and they are
broken down into two forms; there are completing item (Part I), which asked
students to choose the correct preposition in the parentheses, and (Part II), which
asked students to arrange the sentences with the right preposition.
The following table describes distribution of test items made by the students
in using preposition of time, place and direction.
Table 4.1
The Distribution of Preposition Tests Items
No Type of preposition Item Number
1. Preposition of time 4.5. 6.7.13.16.14.24.26.27.37.38.
2. Preposition of place 1.3.9.10.17.18.19.21.22.28.29.30.3
32
33
1.34.35.36.
3. Preposition of direction 2.8.11.12.15.20.23.25.32.33.39.40.
After conducting the test, the researcher analyzed the data from the
students’ test to find out the errors that students made in his/her answer by circling
each erroneous item.
After identifying the data, the researcher analyzed the errors and classified
them based on the Surface Taxonomy Categories to know whether these errors
involve in omission, addition, misformation, and misordering.
The students made errors in four types; Omission, Addition, Misformation,
and Misordering. The total of all errors is 377 errors made in using preposition in
English writing from 28 students. There are 24 errors in Omission, 2 errors in
Addition, 307 errors in Misformation, and 44 errors in Misordering.
b. The Result of Interview

This technique is used to collect the data that can be used as supporting data.
The researcher did interview after giving the test to the students. First, before
giving test, researcher interviewed the teacher after researcher observed her in
delivering her teaching. Researcher conducted it on Thursday, 23 of March 2015
at 09.00 – 10.00a.m. The researcher asked ten (10) questions. The categories
interview guide for teacher (see appendix 1A) and (see appendix 1B) to the
teacher answer in interview.
Besides interviewing the teacher, researcher also interviewed the students
which conducted after they did the test. All students were interviewed; researcher
took 28 (twenty eight) students for this research. Researcher conducted on
Tuesday, 23 of March 2015. The researcher asked the students some question
about problem in learning preposition in general which consisted of ten (10)
questions. The categories interview guide for student (See appendix 2A) and (see
appendix 2B) to the students answer in interview.
34
From the students’ interview, the researcher found that most of students
faced difficulty on types of preposition. They got difficulty in differencing types
of preposition. Because they did not understand in teacher’s explanation. Those
are the data are use in this research. The researcher only analyzed data from the
test and data from interview to support final result of this research.
2. Data Analysis
In this section, the researcher analyzed the errors that made by the students
based on their types. Researcher divided them into four types start from the lowest
frequency. Also the researcher analyzed the interview that researcher took after
the test done. Here is the analysis:
Table 4.2
The Recapitulation of Student’s Error
Students 1:
Item Identification Classification Explanatio Correction Cause of

Number of Errors of Errors n Errors
Description
1 I live at a Misformation Preposition I live in a Intralingual
small town ‘at’ should small town
and go …. be changed and go ….
by ‘in’
3 In my house Misformation Preposition Near my Intralingual
‘in’ should house
be changed
by ‘near’
9 Then I saw Misformation Preposition Then I saw Intralingual
the clock in ‘in’ should the clock on
the wall be changed the wall
by ‘on’
10 When I got Misformation Preposition When I got Intralingual
home my ‘to’ should home my
sister was to be changed sister was at
the door by ‘at’ the door
11 We took a Misformation Preposition We took a Intralingual
morning bus ‘with’ morning bus
with Arusha should be to Arusha
changed by
35
‘to’
14 It sounds like Omission Preposition It sounds Intralingual
a good deal ‘into’ like a good
into $ 65 a should be deal at $ 65
day changed by a day
‘at’
15 They Omission Preposition They Intralingual
introduced us ‘up’ should introduced
up Senara be changed us to Senara
by ‘to’
16 They Misformation Preposition They Intralingual
introduced us ‘into’ introduced
to Senara who should be us to Senara
will be talking changed by who will be
the safari into ‘with’ talking the
us tomorrow safari with
us tomorrow
17 Later, we had Addition Preposition Later, we Intralingual
dinner in a ‘in’ should had dinner
less than be changed at a less
exiting by ‘at’ than exiting
restaurant. restaurant.
21 We didn’t get Misformation Preposition We didn’t Intralingual
at lake ‘at’ should get to lake
manyara until be changed manyara
afterone by ‘to’ until
o’clock. afterone
o’clock.
22 can you Misformation Preposition can you Intralingual
believe John ‘in’ should believe John
actuallysugge be changed actuallysugg
st stopping in by ‘at’ est stopping
a restourant at a
restourant
23 Before going Misformation Preposition Before Intralingual
to the park? ‘to’ should going into
We all said, be changed the park?
“No way!” by ‘into’ We all said,
“No way!”
25 We run the Misordering Preposition We run Interlingual
towards ‘towards’ towards the
school. should be school.
placed after
‘we run’
Total 13 13 13 13 13
36
Students 2:

Description
3 At my house. Misformation Preposition Near my Intralingual

‘at’ should house.
be changed
by ‘near’
6 In Monday Misformation Preposition on Monday Intralingual
morning last ‘in’ should morning last
week be changed week
by ‘on’
7 I looked on Misformation Preposition I looked at Intralingual
my clock and ‘on’ should my clock
saw that it be changed and saw that
was 9:15 by ‘at’ it was 9:15
the clock at ‘at’ should the clock on
by ‘on’
home my ‘on’ should home my
sister was on be changed sister was at
the door. by ‘at’ the door.
changed by
‘to’
13 They have a Misformation Preposition They have a Intralingual
safari going at ‘at’ should safari going
Tuesday be changed on Tuesday
by ‘on’
14 into $ 65 a Misformation Preposition at $ 65 a Intralingual
day; we didn’t ‘into’ day; we
want to search should be didn’t want
forever changed by to search
‘at’ forever
37

up senara be changed us to senara
who will be by ‘to’ who will be
taking the taking the
safari safari
16 who will be Misformation Preposition who will be Intralingual
taking the ‘by’ should taking the
safari by us be changed safari with
tomorrow by ‘with’ us
tomorrow
17 We had Misformation Preposition We had Intralingual
dinner in a ‘in’ should dinner at a
less than be changed less than
exiting by ‘at’ exiting
18 On the way in Misformation Preposition On the way Intralingual

the park ‘in’ should to the park
be changed
by ‘to’
19 our driver Misformation Preposition our driver Intralingual
John first ‘on’ should John first
stopped on be changed stopped at
two gas by ‘at’ two gas
stations stations
20 To pick with Misformation Preposition To pick up Intralingual
some clothes ‘with’ some clothe
should be
changed by
‘up’
“No way!”
25 We run Omission It doesn’t We run Context of
towards use an towards the learning
school. article ‘the’ school.
33 My mother Omission It doesn’t My mother Context of
goes into use an goes into learning
kitchen. article ‘the’ the kitchen.
38
34 He lives at II Misordering Preposition He lives at Interlingual

Semarang ‘at’ should Sunan
Sunan be placed Bonang II
Bonang after ‘he Semarang.
lives’
Total 18 18 18 18 18
Student 3:

Description
3 In my house. Misformation Preposition Near my Intralingual
‘in’ should house.
be changed
by ‘near’
by ‘on’
changed by
‘to’
14 Into $ 65 a Misformation Preposition at $ 65 a Intralingual
‘at’ forever
safari safari
16 Who will be Misformation Preposition Who will be Intralingual
taking the ‘into’ taking the
39
safari into us should be safari with

tomorrow changed by us tomorrow
‘with’
restaurant restaurant
be changed
by ‘to’
stations stations

after one by ‘to’ until after
o’clock one o’clock
22 Can you Misformation Preposition Can you Intralingual
believe John ‘on’ should believe John
actually be changed actually
suggest by ‘at’ suggest
stopping on a stopping at
restaurant a restaurant
25 We run Omission It doesn’t We run Context Of
towards use an towards the Learning
29 He outside. Omission It doesn’t He is Context of
use to be outside. learning
‘is’
33 My mother Misordering Preposition My mother Interlingual
goes the into ‘into’ goes into
kitchen. should be the kitchen.
placed
before ‘the
kitchen’
total 15 15 15 15 15
40
Student 4:

Description
3 I live in a Misformation Preposition I live in a Intralingual
small town ‘in’ should small town
and go to a be changed and go to a
small school by ‘near’ small school
in my house near my
house
my clock ‘on’ should my clock
be changed
by ‘at’
9 Then I saw Misformation Preposition Than I saw Intralingual
by ‘on’
morning bus ‘into’ morning bus
into Arusha should be to Arusha
changed by
‘to’
12 after checking Misformation Preposition after Intralingual
up a very ‘up’ should checking
simple hotel be changed into a very
by ‘into’ simple hotel
14 It sounds like Misformation Preposition It sounds Intralingual
a good deal ‘up’ should like a good
into $ 65 a be changed deal at $ 65
day by ‘at’ a day
John first ‘at’ should John first
stopped at be changed stopped at
stations stations
Total 7 7 7 7 7
Student 5:

41
Description
small town ‘to’ should small town
be changed
by ‘into’
6 at Monday Misformation Preposition on Monday Intralingual
morning last ‘at’ should morning last
by ‘on’
8 I got dressed Misformation Preposition I got Intralingual
quickly and ‘in’ should dressed
run all the be changed quickly and
way in school by ‘to’ run all the
way to
school
11 We took a Preposition We took a Intralingual
morning bus Misformation ‘with’ morning bus
changed by
‘to’
safari going ‘at’ should safari going
At Tuesday be changed on Tuesday
by ‘on’
introduced us ‘by’ should introduced
to Senara who be changed us to Senara
will be taking by ‘with’ who will be
the safari by taking the
us tomorrow
At lake ‘at’ should get to lake
Manyara until be changed Manyara
42

stopping in a stopping at
Total 10 10 10 10 10
Student 6:
Item Identification Classification Explanation Correction Cause of

Number of Errors of Errors Errors
Description
morning bus ‘with’ should morning
with Arusha be changed bus to
by ‘to’ Arusha
12 After Misformation Preposition After Intralingual
checking up a ‘up’ should checking
very simple be changed into a very
hotel by ‘into’ simple
hotel
a good deal ‘with’ should like a good
with $ 65 a be changed deal at $
day by ‘at’ 65 a day
introduced us ‘with’ should introduced
with Senara be changed us to
by ‘to’ Senara
16 Who will be Misformation Preposition Who will Intralingual
taking the ‘into’ should be taking
safari into us be changed the safari
tomorrow by ‘with’ with us
tomorrow
be changed
by ‘to’
“No way!” by ‘into’ We all
said, “No
way!”
32 We went to Omission This sentence We went to Context of
43
cinema. should be the cinema. learning

placed by an
article ‘the’
33 My mother Omission This sentence My mother Context of
goes into should be goes into learninbg
kitchen. placed by an the kitchen.
article ‘the’
40 He comes Omission This sentence He comes Contect of
Bogor. should be from learning
placed by Bogor.
conjunction
‘from’
Total 10 10 10 10 10
Student 7:
Item Identification Classificatio Explanation Correction Cause of

Number of Errors n of Errors Errors
Description
be changed
by ‘in’
3 a small school Misformation Preposition a small Intralingual
in my house ‘in’ should school
be changed near my
by ‘near’ house
by ‘to’ Arusha
12 after checking Misformation Preposition After Intralingual
by ‘into’ simple
hotel
With $ 65 a be changed deal at $
by ‘to’ Senara
16 who will be Misformation Preposition Who will Intralingual
44

tomorrow
be changed
by ‘to’
school ‘towards’ towards the
towards should be school.
placed after
‘we run’
27 All my friends Misordering Preposition All my Interlingual
come to meet ‘at’ should friends
each other my be placed come to
birthday at. after ‘each meet each
other’ other at my
birthday.
31 There was no Misordering Preposition There was Interlingual
one the house. ‘inside’ no one
inside should be inside the
placed before house.
‘the house’
32 We went the Misordering Preposition We went to Interlingual
to cinema. ‘to’ should the cinema.
be placed
before ‘the
cinema’
goes the ‘into’ should goes into
kitchen into. be placed the kitchen.
before ‘the
kitchen’
Total 13 13 13 13 13
Student 8:

Description

45

be changed
by ‘in’
by ‘to’ Arusha
hotel
14). With $ be changed deal 14). at
65 a day by ‘at’ $ 65 a day
by ‘to’ Senara
tomorrow
be changed
by ‘to’
said, “No
way!”
placed after
‘we run’
be placed
before ‘the
cinema’
37 I fly to USA Misordering Preposition I fly to Interlingual
46
Saturday on. ‘towards’ USA on

should be Saturday.
placed after
‘we run’
Total 11 11 11 11 11
Student 9:

Description
6 in Monday Misformation Preposition on Monday Intralingual
morning last ‘in’ should morning
week be changed last week
by ‘on’
the clock in ‘in’ should the clock
the wall be changed on the wall
by ‘on’
sister was on be changed sister was
the door. by ‘at’ at the door.
Researcher Researcher
smiled and smiled and
said ‘April said ‘April
fool!’ fool!’
a good deal ‘into’ should like a good
into $ 65 a be changed deal at $
day; by ‘at’ 65 a day;
who will be by ‘to’ Senara who
taking the will be
Safari taking the
Safari
taking the ‘by’ should be taking
safari by us be changed the safari
tomorrow
19 Our driver Misformation Preposition Our driver Intralingual
47

stations stations
o’clock. one
o’clock.
believe John ‘in’ should believe
actually be changed John
suggest by ‘at’ actually
stopping in a suggest
restaurant stopping at
a restaurant
said, “No
way!”
27 All my Omission Preposition All my Context of
friends come ‘at’ should friends learning
to meet each be placed come to
other my before ‘my meet each
birthday. birthday’ other at my
birthday.
be placed
after ‘we
went’
37 I fly to USA Omission It doesn’t use I fly to Context of
Saturday. Preposition USA on learning
‘on’ Saturday.
Total 13 13 13 13 13
Student 10:

Description
morning bus ‘with’ morning
48
with Arusha should be bus to

changed by Arusha
‘to’
hotel
14 It Sounds like Misformation Preposition It Sounds Intralingual
a good deal ‘with’ like a good
With $ 65 a should be deal at $ 65
‘at’
introduced us ‘with’ introduced
with Senara should be us to
changed by Senara
‘to’
16 Who will be Misformation Preposition who will be Intralingual
taking the ‘to’ should taking the
safari into us be changed safari with
tomorrow by ‘into’ us
tomorrow
be changed
by ‘to’
one the inside ‘inside’ no one
house. should be inside the
placed house.
before ‘the
house’
Total 7 7 7 7 7
Student 11:

Description
the wall be changed on) the wall
by ‘on’
10 When I got Misformation Preposition when I got Intralingual
49

changed by
‘to’
hotel by ‘into’ simple hotel
‘at’
with Senara should be us to Senara
changed by
‘to’
taking the ‘into’ should taking the
tomorrow by ‘with’ us tomorrow
be changed
by ‘to’
“No way!”
placed after
‘we run’
26 The talk a lot Misordering Preposition At breakfast Interlingual
at breakfast. ‘at’ should they talk a
be placed lot.
before
’breakfast’
27 All my Misordering Preposition All my Interlingual
50
friends come ‘at’ should friends

birthday at. birthdayt’ other at my
birthday.
Total 12 12 12 12 12
Student 12:

Description
be changed
by ‘in’
by ‘on’
changed by
‘to’
John first ‘by’ should John first
stopped by be changed stopped at
stations stations
in lake ‘in’ should get to lake
51

towards. should be school.
placed
before ‘the
school’
39 I like going to Addition Word of I like going Interlingual
Japans. ‘Japans’ to Japan.
should be
changed by
‘Japan’
40 He comes Omission It doesn’t He comes Context of
Bogor. use from Bogor. learning
preposition
‘from’
Total 11 11 11 11 11
Student 13:

Description
be changed
by ‘in’
9 Then I saw the Misformation Preposition Then I saw Intralingual
clock in the ‘in’ should the clock on
wall be changed the wall
by ‘on’
changed by
‘to’
12 And after Misformation Preposition And after Intralingual
52

changed by
‘to’
stations stations
22 John actually Misformation Preposition John Intralingual
suggests ‘on’ should actually
stopping on a be changed suggests
restaurant by ‘at’ stopping at
a restaurant
27 All my friends Omission It doesn’t All my Context of
come to meet use friends learning
each other my preposition come to
birthday. ‘at’ meet each
other at my
birthday.
29 He outside is. Misordering Preposition He is Interlingual
‘outside’ outside.
should be
placed after
‘he is’
goes the into ‘into’ should goes into the
kitchen. be placed kitchen.
before ‘the
kitchen’
Total 12 12 12 12 12
Student 14:

Numb of Errors of Errors n Errors
er Description
53
3 And go to a Misformation Preposition and go to a Intralingual

small school at ‘at’ should small school
my house be changed near my
by ‘near’ house
by ‘on’
changed by
‘to’
12 and after Misformation Preposition and after Intralingual
safari going up ‘up’ should safari going
by ‘on’
14 It sounds like a Misformation Preposition It sounds Intralingual
good deal into ‘into’ like a good
$ 65 a day should be deal at $ 65
changed by a day
‘at’
changed by
‘to’
17 we had dinner Misformation Preposition We had Intralingual
in a less than ‘in’ should dinner at a
exiting be changed less than
restaurant by ‘at’ exiting
restaurant
be changed
by ‘to’
54
suggests ‘in’ should actually

stopping in a be changed suggests
a restaurant
23 Before going to Misformation Preposition Before Intralingual
the park? We ‘to’ should going into
all said, “No be changed the park?
way!” by ‘into’ We all said,
“No way!”
towards school. ‘towards’ towards the
should be school.
placed after
‘we run’
30 Hang your coat Misordering Preposition Hang your Interlingual
the closet in. ‘in’ should coat in the
be placed closet.
before ‘the
closet’
placed
before ‘the
kitchen’
34 He lives II Misordering Preposition He lives at Interlingual
Semarang at ‘at’ should Sunan
Sunan Bonang. be placed Bonang II
after ‘he Semarang.
lives’
Total 16 16 16 16 16
Student 15:

Numbe of Errors of Errors n Errors
r Description
3 And go to a Misformation Preposition And go to a Intralingual
small school in ‘in’ should small school
by ‘near’ house
55
5 So I usually Misformation Preposition So I usually Intralingual

get up on7:15 ‘on’ should get up at
be changed 7:15
by ‘at’
wall. It was be changed the wall. It
only 7:05! then by ‘on’ was only
I saw the 7:05! then I
calendar saw the
calendar
10 when I got Misformation Preposition when I got Intralingual
home my sister ‘on’ should home my
was on the be changed sister was at
door by ‘at’ the door
changed by
‘to’
safari going At ‘at’ should safari going
by ‘on’
good deal into ‘to’ should like a good
$ 65 a day be changed deal at $ 65
by ‘into’ a day
changed by
‘to’
17 We had dinner Misformation Preposition We had Intralingual
to a less than ‘to’ should dinner at a
restaurant
56

be changed
by ‘to’
a restaurant
26 Breakfast they Omission It doesn’t At breakfast Context of
talk a lot. use they talk a learning
preposition lot.
‘at’
33 My mother Misordering Preposition my mother Interlingual
kitchen should be the kitchen
placed
before ‘the
kitchen’
Total 15 15 15 15
Student 16:

r Description
be changed
by ‘in’
3 and go to a Misformation Preposition and go to a Intralingual
by ‘near’ house
clock in the ‘to’ should the clock on
by ‘into’
57

with Arusha, should be to Arusha,
changed by
‘to’
by ‘on’
changed by a day
‘at’
up Senara be changed us to
by ‘to’ Senara
Later ‘with’ Later
restaurant
a restaurant
placed after
‘we run’
29 He outside. Omission He is Context of
outside. learning
Total 14 14 14 14 14
58
Student 17:

r Description
7 I looked on my Misformation Preposition I looked at Intralingual
clock ‘on’ should my clock
be changed
by ‘at’
by ‘on’
changed by
‘to’
changed by a day
‘at
changed by
‘to’
Later Later
the park ‘to’ should to the park
be changed
by ‘into’
stopped on two be changed stopped at
59
gas stations by ‘at’ two gas

stations
a restaurant
placed after
‘we run’
use outside. learning
preposition
‘outside’
Total 13 13 13 13 13
Student 18:

r Description
be changed
by ‘in’
by ‘near’ house
by ‘on’
60
morning bus ‘to’ should morning bus

with Arusha be changed to Arusha
by ‘into’
12 and after Misformation Preposition And after Intralingual
changed by a day
‘at’
changed by
‘to’
16 who will be Misformation Preposition Who will be Intralingual
Later Later
be changed
by ‘to’
stopped by two be changed stopped at
stations
restaurant by ‘at’ stopping at a
restaurant
placed after
‘we run’
61

Semarang at ‘at’ should sunan
Sunan Bonang be placed boning II
after ‘he Semarang
lives’
Total 14 14 14 14 14
Student 19:

er Description
1 I live at a small Misformation Preposition I live in a Intralingual
town ‘at’ should small town
be changed
by ‘in’
by ‘on’
changed by
‘to’
changed by a day
‘at’
changed by
‘to’
62

tomorrow Later by ‘with’ us tomorrow
Later
be changed
by ‘to’
19 our driver John Misformation Preposition our driver Intralingual
first stopped by ‘by’ should John first
two gas be changed stopped at
stations by ‘at’ two gas
stations
a restaurant
25 We run Omission Preposition We run Context of
towards school. ‘towards’ towards the learning
should be school.
placed after
‘we run’
31 There was no Omission It doesn’t There was Context of
one inside use no one learning
house. preposition inside the
‘inside’ house.
32 We went the to Misordering Preposition We went to Interlingual
cinema. ‘to’ should the cinema.
be placed
before ‘the
cinema’
goes the ‘into’ goes into
kitchen into. should be the kitchen.
placed
before ‘the
kitchen’
Total 15 15 15 15 15
Student 20:
63

er Description
be changed
by ‘in’
by ‘near’ house
changed by
‘to’
good deal With ‘with’ like a good
changed by a day
‘at’
changed by
‘to’
tomorrow Later changed by us tomorrow
‘with’ Later
be changed
by ‘to’
“No way!”
25 We run the Addition Using We run Intralingual
school the double an towards the
64
towards. article ‘the’ school.

one inside ‘inside’ no one
house the. should be inside the
placed house.
before ‘the
house’
Total 11 11 11 11 11
Student 21:

r Description
get up on ‘on’ should get up at
7:15. be changed 7:15.
by ‘at’
quickly and ‘near’ dressed
run all the way should be quickly and
near school changed by run all the
‘to’ way to
school
changed by
‘to’
by ‘on’
by ‘to’
65
Later Later
be changed
by ‘to’
20 And then we Misformation Preposition And then Intra
went to his ‘with’ we went to Intralingual
house. To pick should be his house. lingual
with some changed by To pick up
clothes ‘up’ some
clothes
a restaurant
“No way!”
other at my
birthday.
placed house.
before ‘the
house’
34 He lives Misordering Preposition He lives at Interlingual
Sunan Bonang ‘at’ should Sunan
at II be placed Bonang II
Semarang. after ‘he Semarang.
lives’
Total 15 15 15 15
66
Student 22:

r Description
be changed
by ‘in’
small school ‘in’ should small school
in my house be changed near my
by ‘near’ house
get up on 7:15 ‘on’ should get up at
be changed 7:15
by ‘at’
by ‘on’
7 Looked on Misformation Preposition Looked at Intralingual
by ‘on’
Researcher Researcher
fool!’ fool!’
changed by
‘to’
67
‘at’
by ‘to’
be changed
by ‘to’
stations stations
a restaurant
birthday at. before ‘my meet each
birthday’ other at my
birthday.
sunan boning ‘at’ should sunan
at be placed bonang II
lives’
38 They will Misordering Preposition They will Interlingual
68
come back ‘in’ should come back

June in be placed in June
before
‘June’
Total 19 19 19 19 19
Student 23:

r Description
be changed
by ‘in’
by ‘near’ house
be changed 7:15
by ‘at’
by ‘on’
changed by
‘to’
‘at’
69

changed by
‘to’
Later Later
be changed
by ‘to’
stations stations
o’clock. one o’clock.
a restaurant
Total 13 13 13 13 13
Student 24:

Description
small school ‘at’ should small
at my house be changed school
by ‘near’ near) my
house
70
be changed 7:15
by ‘at’
morning last ‘at’ should morning
by ‘on’
by ‘on’
changed by Arusha
‘to’

changed by
‘to’
Later tomorrow
Later
18 On the way Misformation Preposition On the way Intralingual
on the park ‘at’ should to the park,
be changed
by ‘in’
71

after one by ‘to’ until After
a restaurant
to the park ? ‘to’ should going into
“No way!”
towards ‘toweards’ towards the
placed after
‘we run’
at II be placed boning II
Semarang after ‘he Semarang
lives’
Total 16 16 16 16 16
Student 25:

Description
4 near 8.00 in Misformation Preposition at 8.00 in Intralingual
the morning ‘near’ should the
be changed morning
by ‘at’
morning last ‘at’ should be morning
week changed by last week
‘on’
8 and run all the Misformation Preposition and run all Intralingual
way near ‘near’ should the way to
school be changed school
by ‘to’
the clock in ‘in’ should be the clock
the wall changed by on the wall
72
‘on’
the door by ‘at’ at the door
by ‘to’ Arusha
hotel
by ‘to’ Senara
Later tomorrow
Later
on the park ‘on’ should to the park
be changed
by ‘to’
19 our driver Misformation Preposition Our driver Intralingual
stations stations
to the park? ‘to’ should be going into
We all said, changed by the park?
“No way!” ‘into’ We all
said, “No
way!”
Sunan ‘at’ should be Sunan
Bonang at II placed Bonang II
73
Semarang. after‘he lives’ Semarang.

Total 14 14 14 14 14
Student 26:

Description
small school ‘in’ should small
in my house. be changed school
by ‘near’ near my
house.
5 so I usually Misformation Preposition So I Intralingual
get up on 7:15 ‘on’ should usually get
be changed up at 7:15
by ‘at’
by ‘on’
by ‘to’ Arusha
hotel
by ‘to’ Senara
Late tomorrow
Later
74
the park Later ‘in’ should to the park

be changed
by ‘to’
stations stations
a restaurant
25 We run Misordering Preposition We run Interlingual
towards ‘at’ should towards the
school the. be placed school.
after ‘we
run’
27 All my friends Omission It doesn’t use All my Context of
come to meet preposition friends learning
each other my ‘at’ come to
birthday. meet each
other at my
birthday.
There was no Misordering Preposition There was Interlingual
31 one the inside ‘inside’ no one
‘the house’
Total 15 15 15 15 15
Student 27:

Description
5 So I usually Misformation Preposition So I Intralingual
get up on ‘on’ should usually get
7:15. be changed up at 7:15.
by ‘at’
75
8 And run all Misformation Preposition And run all Intralingual

the way near ‘near’ should the way to
by ‘to’
sister was to be changed sister was
by ‘to’ Arusha
13 They have a Misformation Preposition They have Intralingual
safari going ‘at’ should a safari
At Tuesday be changed going on
by ‘on’ Tuesday
by ‘to’ Senara
Late tomorrow
Later
be changed
by ‘to’
20 And then we Misformation Preposition And then Intralingual
went to his ‘with’ should we went to
house. To be changed his house.
pick with by ‘up’ To pick up
some clothes some
clothes
a restaurant
76

said, “No
way!”
25 We run Omission It doesn’t use We run Context of
towards an article towards the learning
school. ‘the’ school.
at birthday. before ‘my meet each
birthday.
33 My mother Omission It doesn’t use My mother Context of
goes into an article goes into learning
kitchen. ‘the’ the kitchen.
Sunan ‘at’ should Sunan
Bonang at II be placed Bonang II
lives’
Total 16 16 16 16 16
Student 28:

Description
2 And go in a Misformation Preposition And go to Intralingual
small school ‘in’ should a small
be changed school
by ‘to’
at my house. be changed school
house.
by ‘at’
77
by ‘on’
10 when I got Misformation Preposition When I got Intralingual
the door by ‘the’ at the door
morning bus ‘into’ should morning
into Arusha be changed bus to
by ‘to’ Arusha
hotel
by ‘to’ Senara
dinner to a ‘to’ should dinner at a
be changed
by ‘to’
stations stations
some clothes some
clothes
We all said, be changed the park ?
78

said, “No
way!”
Bonang. after ‘he Semarang.
lives’
35 He arrived Omission It doesn’t use He arrived Context of
Jakarta. preposition in Jakarta. learning
‘in’
Saturday. preposition USA on learning
‘on’ Saturday.
40 He comes omission It doesn’t use He comes Context of
Bogor. preposition from learning
‘from’ Bogor.
Total 18 18 18 18 18
Total of
Students’ 377 377
Error
Table 4.3
The Recapitulation of Classifications of Student’s Error
No. The Students Classifications of Errors
Misformation Misordering addition Omission
1. Student 1 12 1 - -
2. Student 2 15 1 2 -
3. Student 3 12 1 2 -
4. Student 4 7 - - -
5. Student 5 10 - - -
6. Student 6 7 - - 3
79
7. Student 7 8 5 - -
8. Student 8 8 3 - -
9. Student 9 10 1 - 2
10. Student 10 6 1 - -
11. Student 11 9 3 - -
12. Student 12 8 1 1 1
13. Student 13 9 2 - 1
14. Student 14 12 4 - -
15. Student 15 13 1 - 1
16. Student 16 12 1 - 1
17. Student 17 11 1 - 1
18. Student 18 12 2 - -
19. Student 19 11 2 - 2
20. Student 20 9 1 1 -
21. Student 21 11 2 - 2
22. Student 22 16 3 - -
23. Student 23 13 - - -
24. Student 24 14 2 -
25. Student 25 13 1 - -
26. Student 26 12 2 - 1
80
27. Student 27 12 2 - 2
28. Student 28 15 1 - 3
TOTAL 307 44 2 24
TOTAL 377
CLASSIFICATIONS
OF ERRORS
Table 4.4
The Recapitulation of Error Kinds
No. Error Kinds Frequency of Percentage of Errors

Errors
1 Misformation 307 × 100% = 81.40 %
2 Misordering 44 × 100% = 11.70 %
3 Addition 2 × 100% = 0.50 %
4 Omission 24 × 100% = 6.40 %
Total 377 100%

81
The chart below presents the highest level to the lowest of errors mostly made by
students:
Omission Addition
6% 1%
misordering
12%
misformation
81%
Chart 4.1: the Recapitulation of Classifications of Student’s Error
After presenting the errors into types of error and explaining the frequency
and percentage of errors each item in the previous pages, the Researcher would
like o talk more about all the errors from the highest until the lowest frequency
that occurred in student’s writing as follows;
a. Misformation
First, almost all of students make errors in misformation with the total
error is 307 or 81%. These errors happened because the students have a lack of
vocabulary and its use. The students were confused in choosing the appropriate
the class of words. In this case, the example is “I live at a small town.” The
correct one is, “I live in a small town.” The researcher assumes that the source of
error of this type of error is because of the intralingual transfer.
b. Misordering
The second type of error that the students made are misordering with the
total error is 44 or 12%. The error is sometimes as the result from interlingual
82
transfer. The students got the influence of the structure or order of their native
language which is Indonesian language. “My mother goes the into kitchen.” The
correct one is, “My mother goes into the kitchen.”
c. Omission
There are 24 errors or 6% from this type of error. On the researcher’s
opinion, these errors occurred because the students had not clearly understood of
the structure of the sentence. So the source of this error is from the context of
learning. They eliminated the important word that was needed in their sentence.
For example in the sentence, “All my friends come to meet each other my
birthday.” The right one is, “All my friends come to meet each other at my
birthday.”
d. Addition
There are 2 errors or 1% from this type of error. Most of students put the
suffix –s or –es and the use of have and has to I indicate that they wanted to use
the plural noun in their sentence. For example of error is, “I like going to Japans.”
The correct one is, “I like going to Japan.”
To make it clearer, the researcher is not only mentioning the errors made
by the students, but researcher is also including the cause of error that may
become the factor of student’s error. Here is the explanation regarding causes of
errors described in the table and chart below:
Table 4.5
The Recapitulation of Causes of Student’s Errors
No. The Causes of Errors

Students
Intralingual Interlingual Context of Communication
Transfer Transfer Learning Strategies
1. Student 1 12 1 - -
83
2. Student 2 15 1 2 -
3. Student 3 12 1 2 -
4. Student 4 7 - - -
5. Student 5 10 - - -
6. Student 6 7 - 3 -
7. Student 7 8 5 - -
8. Student 8 8 3 - -
9. Student 9 10 1 2 -
10. Student 10 6 1 - -
11. Student 11 9 3 - -
12. Student 12 8 2 1 -
13. Student 13 9 2 1 -
14. Student 14 12 4 - -
15. Student 15 13 1 1 -
16. Student 16 12 1 1 -
17. Student 17 11 1 1 -
18. Student 18 12 2 - -
19. Student 19 11 2 2 -
20. Student 20 10 1 - -
21. Student 21 11 2 2 -
84
22. Student 22 16 3 - -
23. Student 23 13 - - -
24. Student 24 14 2 -
25. Student 25 13 1 - -
26. Student 26 12 2 1 -
27. Student 27 12 2 2 -
28. Student 28 15 1 3 -
TOTAL 308 45 24 -
TOTAL CAUSES 377

OF ERRORS
Table 4.6
The Recapitulation of Error Causes
No. Error Causes Frequency of Percentage of Errors

Errors
1 Inter-lingual Transfer 45 × 100% = 11.90 %
2 Intra-lingual Transfer 308 × 100% = 81.70 %
3 Context of Learning 24 × 100% = 6.40 %
4 Communication - -
Strategies
Total 377 100 %
85
The chart below represents the presentations of causes of errors made by students:
Context of learning Comunication of

6% strategies
0%
Interlingual
12%
Intralingual
82%
Chart 4.2: The Recapitulations of Causes of Student’s Errors Based on

Brown
Due to the chart above, intralingual transfer enhances 308 times behind
the students error or 82%. The students might attempt to derive the rules before
the data to which has been concerned by the students gradually and it may lead to
the false hypotheses related to neither their native language nor the target
language. Then, interlingual transfer may become a cause of error as 45 or 12%.
This is when the students might be influenced by their mother tongue in terms of
pattern, systems or rules. The last, context of learning found in their writing as 24
times or 6% because the teacher and the text in the test given may lead them either
to build faulty hypotheses about the language or to write an inappropriate word or
sentence.
86
B. Interpretation
The researcher took the interpretation from the analysis of the data.
Results from the analysis of the data show that the most three common errors are
misformation with 307 errors or 81%, misordering with 44 or 12%, and omission
with 24 errors or 6%. Researcher concludes that the teaching of those three
aspects was not done successfully by the teacher. The students did not pay
attention of these aspects when they made the writing. They also made such errors
because they might be still interfered by their mother tongue. It happened because
there were so many different concept of grammatical rule in written language
between the first language and the second language. In addition, when they
proceed the new language data in their mind, it also produces a new rules, so they
often over generalize about their second language rules. It means the teacher
needs to pay more attention to the intralingual transfer as one of the sources of
error that must be recognized in second language learning. For this reason, it is
obvious that intra-lingual transfer (within the target language itself) such as
“overgeneralization” is the major source of error in second language learning.
The result of analysis in the causes of error based on Brown theory in his
book, Principle of Language Learning and Teaching. In his book states four
causes of error, they are interlingual transfer, intralingual transfer, context of
learning, and communication strategies.1
1. Brown, loc.cit.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this case study, the researcher has analyzed the errors made by students on
preposition in English writing. The process of error analysis is identifying,
describing, explaining, evaluating, and preventing the errors.
The data interpreted in the previous chapter have provided the frequency of
the errors occur in students’ sentences on preposition in English writing.
1. The types of error committed by the seventh grade students class of SMP
Muhammadiyah 35 Kebayoran lama Jakarta are misformation error (307
errors or 81%), omission error (24 errors or 6%), misordering error (44 errors
or 12%), and the lowest frequency of error is addition error (2 errors or 1%).
2. The cause of the students’ error consists of the total frequencies of all error on
preposition in English writing are 28. The highest rate of all error causes is
intralingual with the total of error causes is 308 or 82% and the lowest rate of
all error causes are 45 or 12% error causes in interlingual, and context of
learning with 24 errors or 6%.
B. Suggestion
After the researcher carried out the research, researcher would like to give some
suggestion related to this result of the research. Therefore, it can improve the teaching
and learning process. Here are some suggestions that hopefully can be applied in
teaching and learning process.
1. The teachers have to give feedback to students after correcting and analyzing
their error in writing
2. The teachers have to motivate their students keep learning and writing though
they found difficulties during the process of learning writing.
87
88
3. The students have to pay attention to some aspect that are difficult for them
when they differ types of preposition in writing.
REFERENCES
A. S., Homby, Oxford Advanced Learner’s Dictionary of current English. New

York : Oxford University Press, 1987.
Brown, Douglas, H. Principles of Language Learning and Teaching, 5th ed.

United States: San Francisco State University, 2007.
Brown, Douglas, H. Principles of Language Learning and Teaching, 5th edition,

New York: Pearson Education, 2006.
Clece, Marrianne, Larsen Diana, and Freeman, The Grammar Book An ESL/EFL
Teacher’s Course. Printed in The USA, London: Newbury House
Publisher, Inc., 1983.
Corder, S. P. Error Analysis and Interlanguage. Great Britain: Oxford University

Press, 1981.
Dulay, Heidi, et al, Language Two. New York: Oxford University Press, 1982.
Ellis, Rod, The Study of Second Language Acquisition. Oxford: Oxford University
Press, 2008.
Erdogan, Vecide, Contribution of Error Analysis to Foreign Language Teaching,

Mersin University Journal of the Faculty of Education, Vol. 1, Issue 2,
December 2005.
Frank, Marcella, “Modern English a practical reference guide”. New Jersey:

Practice hall, inc., 1972.
Homby, A S, Oxford Advanced Learner’s Dictionary of Current English. New

York: Oxford University Press, 1987.
Hubbard, et.al., A training Course for TEFL. Oxford: Oxford University Press,
1993.
James, Carl. Errors in Language Learning and Use. New York: Addision Wesley
Longman, Inc., 1998.
Parrot, Martin, Grammar for English Language Teacher. printed in United

Kingdom; Cambridge University Press, 2000.
Richards, Jack C. A Non-Contrastive Approach to Error Analysis, International

Center for Research on Bilingualism, Laval University, 1970.
89
90
Richards, Jack C. Error Analysis and Second Language Strategies, Language

Science, 17, 1971.
Richards, Jack C. Error Analysis: Perspective on Second Language Acquisition,

London: Longman Group, Ltd., 1985.
Richards, Jack C. Error Analysis: Perspectives on Second Language Acquisition.

London: Longman,1974.
Sudiyono, Anas, Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo

Persada, 2005.
Warriner, John E. Warriner’s English Grammar and Comosition. New York :

Harcout Brace Javanovich, Inc., 1982.
Yates, Jean, The Ins and outs Of Prepositions. New York: Barron’s Educational
Series, Inc, 1999.
Englisch-hilfen.de, Learning English Online, 2013,

(http///www.englischhilfen.de/en/grammar/prepositions_place.htm)
http://www.answers.com/topic/grammar, 8 Juli 2009.
http://www.IIp.armstrong.edu/5800/types.html. 8 Juli 2009.
http://www.ego4u.com/en/cram-up/grammar/prepositions/exercises. 10 December
2014
http://advancegrammar.blogspot.com/2009/07/prepositions.html
http///www.englischhilfen.de/en/grammar/prepositions_place.htm. Englisch-
hilfen.de,learning english online, 2013
APPENDICES
Appendix 1A
Interview Guide For Teacher
1. Sejak kapan Ibu/Bapak mengajar di sekolah ini?
2. Bagaimana antusiasme siswa terhadap mata pelajaran bahasa Inggris?
3. Buku apa yang Ibu/Bapak gunakan sebagai sumber bahan untuk mengajar
bahasa Inggris?
4. Apakah Ibu/Bapak menggunakan buku/sumber lain dalam mengajar
bahasa Inggris khususnya preposition?
5. Metode apa yang Ibu/Bapak gunakan dalam mengajar bahasa Inggris
khususnya preposition?
6. Menurut Ibu/Bapak, seberapa pentingkah pangajaran grammar bagi siswa?
7. Kendala-kendala apa saja yang Ibu/Bapak hadapi dalam mengajar bahasa
Inggris khususnya pengajaran preposition?
8. Kesalahan-kesalahan apa saja yang dilakukan siswa dalam mempelajari
preposition?
9. Bagaimana cara Ibu/Bapak mengatasi kendala tersebut?
10. Menurut Bapak/Ibu manakah yang lebih mudah dipahami oleh siswa
tentang place, time, atau direction dalam materi preposition?

Appendix 1B
The Result of English Teacher Interview
1. Guru menyatakan mengajar bahsa inggris di sekolah smp muhammadiya

kebayoran lama sejak tahun 2014.
2. Guru menyatakan bagus antusiame siswa terhadap mata pelajaran bahasa
inggris
3. Guru menyatakan buku dari sekolah yaitu BRIGTH yang digunakan sebagai
sumber bahan mengajar bahasa inggris.
4. Guru menyatakan menggunakan buku sumber lain dalam mengajar bahasa
inggris khususnya preposition.
5. Guru menyatakan memakai metode GTM dalam mengajar bahasa inggris
khususnya preposition.
6. Guru menyatakan sangat penting pengajaran Grammar bagi siswa.
7. Guru menyatakan siswa tidak mengerti atau sulit membedakan pada materi
preposition.
8. Guru menyatakan siswa sering salah atau tidak bisa membedakan
menggunakan at, in, dan on.
9. Guru menyatakan sering kasih latihan berkaitan dengan materi preposition.
10. Guru menyatakan yang lebih mudah dipahami oleh siswa tentang time dalam
materi preposition.
Appendix 2A
Interview Guide For Student
1. Bagaimana pendapatmu tentang pelajaran bahasa Inggris? Apakah kamu
menyukainya?
2. Selain buku teks bahasa Inggris, apakah kamu mempunyai buku sumber yang
lainnya?
3. Apakah gurumu sering memberi latihan pelajaran bahasa Inggris di kelas?
4. Apakah kamu dapat menangkap dan memahami pelajaran yang diberikan oleh
guru tentang materi preposition?
5. Apakah kamu menghadapi kesulitan dalam materi preposition? Dimana letak
kesulitannya?
6. Dari soal yang telah diberikan, soal nomer berapa yang kamu anggap paling
sulit? Kenapa?
7. Bagaimana pendapat kamu tentang suasana belajar di kelas ketika guru
sedang menerangkan materi preposition?
8. Apakah guru kamu menggunakan media (alat bantu) dalam mengajar bahasa
Inggris?
9. Apakah kamu mempunyai jadwal khusus untuk belajar bahasa inggris?
10. Apakah kamu pernah berlajar materi preposition diluar sekolah?

Appendix 2B
The Result of Students’ Interview
1. Dari 28 orang siwa kelas 7 SMP Muhammadiyah, ada 19 orangsiswa atau 67,
86% yang menyatakan suka dengan pelajaran bahasa inggris, sedangkan 9
orang siswa atau 32, 14% menyatakan tidak menyukai pelajaran bahasa
inggris.
2. Dari 28 orang siswa kelas 7 SMP Muhammadiyah ada 13 orang siswa atau 46,
42 yang menyatakan mempunyai buku sumber lain selain buku text bahasa
inggris, sedangkan 15 orang siswa atau 53, 58% menyatakan tidak
mempunyai buku sumber lain selain buku text bahasa inggris.
3. Dari 28 orang siwa kelas 7 SMP Muhammadiyah, seluruh siswa menyatakan
bahwa guru sering memberilatihan pelajaran bahsa inggris di ke;las.
4. Dari 28 orang siwa kelas 7 SMP Muhammadiyah, ada 12 orang siswa atau 42,
86% yang menyatakan dapat memahami pelajaran yang diberikan oleh guru
tentang materi preposition, sedangkan 7 orang siswa atau 25% menyatakan
tidak memahami pelajaran yang diberikan olehguru tentang materipreposition
dan 9 orang siswa menyatakan sedikit memahami pelajaran yang diberikan
oleh guru tentang materipreposition.
5. Dari 28 orang siwa kelas 7 SMP Muhammadiyah, ada 16 orang siswa atau
37,14% menyatakan menghadapi kesulitan dalam materi preposition,
sedangkan 7 orang siswa atau 25% menyatakan tidfak menghadapi kesulitan
dalam materi preposition.
71% yang menyatakan menghadapi kesulitan di soal bagian A pada no 2 dan
10, sedangkan di bagian B pada no14, 15, 16, 20, 22, 23 dan 27. ada 6 orang
siwa atau 21, 43% menyatakan menghadapi kesulitan padfa bagian ini.
Dibagian C ada 15 orang siswa atau 53, 57% menyatakan kesulitan pada soal
no 24, 27, 34, 36, 38 dan 40. Selain itu, ada 4 orang siswa atau 14, 29%
menyatakan tidak ada kesulitan pada soal yang diberikan.
7. Dari 28 orang siwa kelas 7 SMP Muhammadiyah, ada 11 orang siswa atau
39,28% menyatakan berisik ketika belajar preposition, sedangkan 13 orang
siswa atau 46, 43% menyatakn tidak berisik ketika belajar preposition dan 4
orang siswa atau 14, 29% menyatakan kadang-kadang berisik ketika belajar
preposition.
8. Dari 28 orang siwa kelas 7 SMP Muhammadiyah, ada 24 orangsiswa atau 85,
72% menyatakan menggunakan media ketika belajar bahasa inggris
berlangsung, sedangkan 2 orang siswa atau 7, 14% menyatakan tidak
menggunakan media ketika belajar bahasa inggris berlangsung dan 2 orang
atau 7, 14% menyatakan kadang-kadang menggunakan media ketika brelajar
bahasa inggris.
14% menyatakan mempunyai jadwal khusus untuk belajar bahasa inggris,
sedangkan 19 orang siswa atau67, 86% menyatakan tidak mempunyai jadwal
khusus untuk belajar bahasa inggris.
86% menyatakan belajar materi preposition diluar sekolah, sedangkan 16
orang siswa atau 57, 14% menyatakan tidak belajar materi preposition diluar
sekolah.
Appendix 3
THE TEST INSTRUMENT

Name : Date : 23 Maret 2015
Class : Score :
A. Choose the corret preposition in search for a safari company. We went to

sunny safaris, but nothing seems to be going
the parenthesis bellow!
soon. Next, we went to cheetah safaris. They
have a safari going (13)(At /on / up)
I live (1) (on / in / at) a small town
Tuesday. It sounds like a good deal (14)(With
and go (2) (in / to / near) a small school (3)
/ into / at) $ 65 a day; we didn’t want to
(at / in / near)my house. School starts (4)(at /
search forever, so we chose them. While
near / to) 8.00 in the morning, so I usually
walking around town this afternoon, we met
get up (5) (on / to / at) 7:15. (6)(on / at/ in)
John and Per from Lamn. They introduced us
Monday morning last week, I got a nestly
(15)(to / with / up) senara who will be taking
surprise when Iwoke up! I looked (7)(on / at /
the safari 16).(into / with / by) us tomorrow.
near) my clock and saw that it was 9:15. I got
Later, we had dinner (17)(in / to / at) a less
dressed quickly and run all the way (8)(to / in
than exiting restourant.
/ near) school. When I went into my
classroom, I couldn’t see anyone. Than I saw
January 10, 2015
the clock (9)(in / at / on) the wall. It was only
7:05 ! then I saw the calender. It was Monday
Our first dayof safari ! uh, oh !
1 April ! when I got home my sister was
unfortunatelly, we hade a late start after
(10)(on / at / to) the door. She smiled and
trying. To get some cash for Reiner and
said ‘April fool !’.
Walter. On the way (18)(in / on / to) the park,
our driver John first stopped (19)(at / by / on)
B. Choose the correct preposition in
two gas stations, and than we went to his
the parenthesis bellow! house. To pick (20)(up / with / into)some
clothes. We didn’t get (21)(At / in / to) lake
African travel journal manyara untill afterone o’clock. Can you
believeJohn actually suggest stopping (22)(on
January 9, 2015 / at / in) a restourant before going (23)(into /
with / to) the park ? we all said, “No way !”
We took a morning bus (11)(into /
with / to) Arusha, and afterchecking (12)(into
/ up / on) a very simple hotel, started our
C. FILL IN THE BLANK WITH THE PARENTHESIS BELOW!
24. We are have breakfast … ( o’clock - 6 – at )

25. We run … ( school – the – towards)
26. …………They talk a lot ( breakfast – at )
27. All my friends come to meet each other … ( my – at – birthday )
28. My book is … ( table – the – on )
29. He … ( outside – is )
30. Hang your coat … ( the – closet – in )
31. There was no one … ( inside – house – the )
32. We went … ( cinema - to – the )
33. My mother goes … ( the – into – kitchen )
34. He lives … ( Sunan Bonang – at – II Semarang)
35. He arrived … ( Jakarta – in )
36. Put the dishes … ( table – on – the )
37. I fly to USA … ( Saturday – on )
38. They will come back … ( tune – in )
39. I like going … ( Japan – to )
40. He comes … ( Bogor – from )
Appendix 4
The Answer Key
A. 1. In
2. to
3. near
4. at
5. at
6. on
7. at
8. to
9. on
10. at
B. 11. To 21. to
12. Into 22. at
13. On 23. into
14. at
15. to
16. with
17. at
18. To
19. At
20. up
C. 24. at 6 o’clock. 35. In Jakarta
25. towards the school. 36.On the table
26. At breackfast 37. On Saturday
27. at my birthday. 38. In June
28.on the table. 39. To Japan
29. outside. 40. From Bogor
30. in the closet.
31. inside the house.
32. to the cinema.
33. into the kitchen.
34. at Sunan Bonang II Semarang.
Appendix 5
The students’ score of the test
No Name Right false

1. Student 1 27 13
2. Student 2 22 18
3. Student 3 25 15
4. Student 4 33 7
5. Student 5 30 10
6. Student 6 30 10
7. Student 7 27 13
8. Student 8 29 11
9. Student 9 27 13
10. Student 10 24 16
11. Student 11 28 12
12. Student 12 29 11
13. Student 13 28 12
14. Student 14 24 16
15. Student 15 25 15
16. Student 16 26 14
17. Student 17 27 13
18. Student 18 26 14
19. Student 19 25 15
20. Student 20 29 11
21. Student 21 25 15
22. Student 22 21 19
23. Student 23 27 13
24. Student 24 24 16
25. Student 25 26 14
26. Student 26 25 15
27. Student 27 24 16
28. Student 28 22 18
The highest score : Student 4
The lowest score : Student 22

The Table Distribution Of Each Student’s Error
Students 1:
Item Identification of Classification Explanation Correction Caus

Numbe Errors of Errors e of
r Description Erro
rs
1 I live at a small Misformation I live in a
town and go …. small town
and go ….
3 In my house Misformation Near my
house
9 Then I saw the Misformation Then I saw
clock in the wall the clock on
the wall
10 When I got home Misformation When I got
my sister was to home my
the door sister was at
the door
11 We took a Misformation We took a
morning bus with morning bus
Arusha to Arusha
14 It sounds like a Omission It sounds like
good deal into $ a good deal at
65 a day $ 65 a day
15 They introduced Omission They
us up Senara introduced us
to Senara
16 They introduced Misformation They
us to Senara who introduced us
will be talking the to Senara who
safari into us will be talking
tomorrow the safari with
us tomorrow
17 Later, we had Addition Later, we had
dinner in a less dinner at a
than exiting less than
restaurant. exiting
restaurant.
21 We didn’t get at Misformation We didn’t get
lake manyara to lake
until afterone manyara until
o’clock. afterone
o’clock.
22 can you believe can you
John believe John
actuallysuggest actuallysugges
stopping in a t stopping at a
restourant restourant
23 Before going to Before going
the park? We all into the park?
said, “No way!” We all said,
“No way!”
25 We run towards We run
the school. towards the
(place, time, school. (place,
direction) time,
direction)
26 At breackfast they At breackfast

talk a lot. (place, they talk a lot.
time, direction) (place, time,
direction)
27 All my friends All my friends

come to meet come to meet
each other at my each other at
birthday. (place, my birthday.
direction)
29 He is outside. He is outside.
(place, time,
(place, time,
direction)
direction)
32 We went to the We went to

cinema. (place, the cinema.
direction)
33 My mother goes My mother

into the kitchen. goes into the
(place, time, kitchen.
direction) (place, time,
direction)
Total 18 18
Students 2:
Item Identificatio Classificatio Explanatio Correction Caus

Numbe n of Errors n of Errors n e of
r Description Erro
rs
3 At my house. Misformation Near my
house.
6 In Monday Misformation on Monday
morning last morning last
week week
7 I looked on Misformation I looked at
my clock and my clock and
saw that it saw that it
was 9:15 was 9:15
9 Then I saw Addition Then I saw
the clock at the clock on
the wall the wall
10 When I got Addition When I got
home my home my
sister was on sister was at
the door. the door.
11 We took a Addition We took a
morning bus morning bus
with Arusha to Arusha
13 They have a Addition They have a
safari going safari going
at Tuesday on Tuesday
14 into $ 65 a Omission at $ 65 a day;
day; we we didn’t
didn’t want to want to
search search
forever forever
15 They Addition They
introduced us introduced us
up senara to senara who
who will be will be taking
taking the the safari
safari
16 who will be Addition who will be
safari by us safari with us
tomorrow tomorrow
17 We had We had
dinner in a dinner at a
less than less than
exiting exiting
18 On the way On the way

in the park to the park
19 our driver our driver
John first John first
stopped on stopped at
two gas two gas
stations stations
20 To pick with To pick up
some clothes some clothe
23 Before going Before going

to the park? into the park?
We all said, We all said,
“No way!” “No way!”
25 We run We run
towards the towards the
school. school.
(place, time, (place, time,
direction) direction)
26 At breakfast At breakfast
they talk a they talk a
lot. (place, lot. (place,
time, time,
30 Hang your Hang your

coat in the coat in the
closet. (place, closet. (place,
time, time,
33 My mother My mother
goes into the goes into the
kitchen. kitchen.
34 He lives at He lives at
Sunan Sunan
Bonang II Bonang II
Semarang. Semarang.
35 He arrived in He arrived in
Jakarta. Jakarta.
36 Put the dishes Put the dishes

on the table. on the table.
40 He comes He comes
from Bogor. from Bogor.
Total 24 24
Student 3:
Item Identificatio Classification Explanatio Correction Caus

Numbe n of Errors of Errors n e of
r Description Erro
rs
3 In my Near my
house. house.
9 Then I saw Then I saw
the clock in the clock on
the wall the wall
10 When I got When I got
home my home my
sister was to sister was at
the door the door
11 We took a We took a
14 Into $ 65 a at $ 65 a day;
day; we we didn’t
didn’t want want to
to search search
forever forever
15 They They
introduced introduced us
us up Senara to Senara
who will be who will be
safari safari
16 Who will be Who will be
safari into safari with
us tomorrow us tomorrow
17 We had We had
dinner in a dinner at a
less than less than
exiting exiting
18 On the way On the way
in the park to the park
two gas two gas
stations stations
21 We didn’t We didn’t get
get at lake to lake
manyara manyara until
until after after one
one o’clock o’clock
22 Can you Can you

believe John believe John
actually actually
suggest suggest
stopping on stopping at a
a restaurant restaurant
25 We run We run
school. school.
they talk a they talk a
lot. (place, lot. (place,
time, time,
27 All my All my
friends come friends come
to meet each to meet each
other at my other at my
birthday. birthday.
29 He is He is outside.
outside. (place, time,
(place, time, direction)
direction)
32 We went to We went to
the cinema. the cinema.
kitchen. kitchen.
total 18 18
Student 4:
Item Identificatio Classificatio Explanatio Correction Caus

Numbe n of Errors n of Errors n e of
r Description Erro
rs
3 I live in a I live in a
small town small town
and go to a and go to a
small school small school
in my house near my
house
7 I looked on I looked at
my clock my clock
9 Then I saw Than I saw

the wall the wall
into Arusha to Arusha
12 after after
checking up checking into
a very simple a very simple
hotel hotel
14 It sounds like It sounds like
a good deal a good deal
into $ 65 a at $ 65 a day
day
stopped at stopped at
two gas two gas
stations stations
25 We run We run
school. school.
27 All my All my
birthday. birthday.
28 My book is My book is
kitchen. kitchen.
Sunan Sunan
Bonang II Bonang II
Semarang. Semarang.
Jakarta. Jakarta.
39 I like going to I like going to
Japan. (place, Japan. (place,
time, time,
Total 16 16
Student 5:
Item Identificatio Classification Explanati Correction Cau

Numb n of Errors of Errors on se of
er Description Err
ors
1 I live at a I live in a small
small town town
6 at Monday on Monday
week week
8 I got dressed I got dressed
quickly and quickly and run
run all the all the way to
way in school school
morning bus morning bus to
with Arusha Arusha
12 after after checking
checking up into a very
a very simple simple hotel
hotel
13 They have a They have a
safari going safari going on
At Tuesday Tuesday
16 They They
introduced us introduced us to
to Senara Senara who will
who will be be taking the
taking the safari with us
safari by us tomorrow
tomorrow
17 We had We had dinner
dinner in a at a less than
less than exiting
exiting restaurant
restaurant
21 We didn’t get We didn’t get
At lake to lake
Manyara Manyara until
until after one after one
o’clock o’clock
22 Can you Can you believe
believe John John actually
actually suggest
suggest stopping at a
stopping in a restaurant
restaurant
they talk a they talk a lot.
lot. (place, (place, time,
time, direction)
direction)
27 All my All my friends
friends come come to meet
to meet each each other at
other at my my birthday.
birthday. (place, time,
direction)
kitchen. kitchen. (place,
(place, time, time, direction)
direction)
Jakarta. Jakarta. (place,
direction)
40 He come He come from
from Bogor. Bogor. (place,
direction)
Total 17 17
Student 6:
Item Identification Classification Explan Correction Cause

Number of Errors of Errors ation of
Description Errors
with Arusha Arusha
12 After checking After checking
up a very into a very
simple hotel simple hotel
14 It sounds like a It sounds like a
good deal with good deal at $
$ 65 a day 65 a day
15 They They introduced
introduced us us to Senara
with Senara
taking the taking the safari
safari into us with us
tomorrow tomorrow
18 On the way in On the way to
the park the park
the park? We into the park?
all said, “No We all said,
way!” “No way!”
25 We run towards We run towards
the school. the school.
each other at each other at
my birthday. my birthday.
31 There was no There was no
one inside the one inside the
house. (place, house. (place,
time, direction) time, direction)
32 We went to the We went to the
cinema. (place, cinema. (place,
33 My mother My mother goes
goes into the into the kitchen.
kitchen. (place, (place, time,
time, direction) direction)
40 He comes from He comes from
Bogor. (place, Bogor. (place,
Total 18 18
Student 7:
Item Identification Classificati Explanati Correction Cau

Numb of Errors on of on se of
er Errors Err
Description ors
1 I live at a small I live in a small
town town
3 a small school a small school
in my house near my house
with Arusha Arusha
12 after checking After checking
up a very into a very
simple hotel simple hotel
good deal With good deal at $
$ 65 a day 65 a day
15 They They
introduced us introduced us to
with Senara Senara
16 who will be Who will be
taking the safari taking the safari
into us with us
tomorrow tomorrow
the park the park
they talk a lot. they talk a lot.
each other at each other at
my birthday. my birthday.
kitchen. (place, kitchen. (place,
Total 17 17
Student 8:
Item Identification Classification Explanation Correction Cau

Number of Errors of Errors se
Description of
Err
ors
1 I live at a I live in a
12 after checking after
up a very checking into
simple hotel a very simple
hotel
14). With $ 14). at $ 65 a
65 a day day
15 They They
with Senara to Senara
safari into us safari with us
tomorrow tomorrow
18 On the way in On the way
the park to the park
25 We run We run
school. school.
27 All my All my
birthday. birthday.
time, time,
kitchen. kitchen.
37 I fly to USA I fly to USA
on Saturday. on Saturday.
time, time,
40 He comes He come
Total 17 17
Student 9:
Item Identification Classification Explanati Correction Cause

Number of Errors of Errors on of
Description Errors
6 in Monday on Monday
week week
9 Then I saw Then I saw
the wall the wall
home my home my
the door. She the door. She
fool!’ fool!’
into $ 65 a at $ 65 a day;
day;
15 They They
who will be who will be
Safari Safari
tomorrow tomorrow
19 Our driver Our driver
two gas two gas
stations stations
At lake to lake
Manyara until Manyara
after one until after
22 Can you Can you
actually actually
suggest suggest
stopping in a stopping at a
to the park? into the
We all said, park? We all
“No way!” said, “No
way!”
27 All my All my
birthday. birthday.
Jakarta. Jakarta.
37 I fly to USA I fly to USA
on Saturday. on Saturday.
39 I like going to I like going
Japan. (place, to Japan.
time, (place, time,
Total 18 18
Student 10:
Item Identification Classification Explanation Correction Cause

Number of Errors of Errors of
Description Errors
morning bus morning
with Arusha bus to
Arusha
12 after checking after
up a very checking
simple hotel into a very
simple
hotel
14 It Sounds like It Sounds
a good deal like a good
With $ 65 a deal at $
day 65 a day
15 They They
introduced us introduced
with Senara us to
Senara
16 Who will be who will
taking the be taking
safari into us the safari
tomorrow with us
tomorrow
25 We run We run
school. school.
(place, time, (place,
direction) time,
direction)
26 At breakfast At
they talk a lot. breakfast
(place, time, they talk a
direction) lot. (place,
time,
direction)
27 All my All my
friends come friends
to meet each come to
other at my meet each
birthday. other at my
(place, time, birthday.
direction) (place,
time,
direction)
29 He is outside. He is
(place, time, outside.
direction) (place,
time,
direction)
31 There was no There was
one inside the no one
house. (place, inside the
time, house.
direction) (place,
time,
direction)
direction) time,
direction)
goes into the goes into
kitchen. the kitchen.
direction) time,
direction)
time, (place,
direction) time,
direction)
from Bogor. from
(place, time, Bogor.
direction) (place,
time,
direction)
Total 15 15
Student 11:

Description Errors
9 Then I saw the Then I saw
clock in the the clock
wall on) the wall
10 When I got when I got
home my home my
the door the door
12 After checking After
up a very checking
simple hotel into a very
simple hotel
14 It sounds like It sounds
a good deal like a good
With $ 65 a deal at $ 65
day a day
15 They They
with Senara us to Senara
16 who will be who will be
safari into us safari with
tomorrow us tomorrow
23 Before going Before
to the park? going into
We all said, the park?
“No way!” We all said,
“No way!”
25 We run We run
school. (place, school.
time, (place, time,
they talk a lot. they talk a
(place, time, lot. (place,
direction) time,
direction)
27 All my friends All my
come to meet friends
each other at come to
my birthday. meet each
(place, time, other at my
direction) birthday.
(place, time,
direction)
direction)
time, house.
direction)
kitchen. kitchen.
time, (place, time,
Total 18 18
Student 12:
Item Identification Classificati Explanat Correction Cause

Number of Errors on of ion of
Errors Errors
Descriptio
n
clock in the the clock on
wall the wall
12 After After
checking up a checking
very simple into a very
hotel simple hotel
safari by us safari with
stopped by stopped at
two gas two gas
stations stations
21 We didn’t get We didn’t
in lake get to lake
22 Can you Can you
actually actually
suggest suggest
stopping on a stopping at a
25 We run We run
time, (place, time,
come to meet friends come
each other at to meet each
my birthday. other at my
direction)
one inside the one inside
house. (place, the house.
time, (place, time,
kitchen. kitchen.
time, (place, time,
Total 16 16
Student 13:

Description Errors
wall the wall
12 And after And after
hotel simple hotel
15 They They
stopped by stopped at
two gas two gas
stations stations
in lake get to lake
22 John actually John
suggests actually
stopping on a suggests
a restaurant
25 We run We run
time, (place, time,
come to meet friends
each other at come to
my birthday. meet each
(place, time, other at my
direction) birthday.
(place, time,
direction)
direction)
time, house.
direction)
kitchen. kitchen.
time, (place, time,
Total 17 17
Student 14:
Item Identification Classific Explanat Correction Cause of

Number of Errors ation of ion Errors
Errors
Descript
ion
3 And go to a and go to a
at my house near my
house
week week
12 and after and after
checking up a checking into
very simple a very simple
hotel hotel
safari going safari going
up Tuesday on Tuesday
a good deal a good deal at
into $ 65 a $ 65 a day
day
15 They They
17 we had dinner We had dinner
in a less than at a less than
exiting exiting
the park the park
At lake to lake
Manyara until Manyara until
after one after one
o’clock o’clock
22 John actually John actually
suggests suggests
25 We run We run
school. school. (place,
(place, time, time,
time, time,
kitchen. kitchen.
Sunan Sunan Bonang
Bonang II II Semarang.
Semarang. (place, time,
direction)
Jakarta. Jakarta.
Total 20 20
Student 15:
Item Identification of Classification Explanatio Correction Cause

Number Errors of Errors n of
Description Errors
3 And go to a small And go to a small
school in my school near my
house house
5 So I usually get up So I usually get up
on7:15 at 7:15
9 Then I saw the Then I saw the
clock in the wall. clock on the wall.
It was only 7:05! It was only 7:05!
then I saw the then I saw the
calendar calendar
10 when I got home when I got home
my sister was on my sister was at
the door the door
morning bus with morning bus to
Arusha Arusha
checking up a checking into a
very simple hotel very simple hotel
13 They have a safari They have a safari
going At Tuesday going on Tuesday
good deal into $ good deal at $ 65
65 a day a day
15 They introduced They introduced
us with Senara us to Senara
by us tomorrow with us tomorrow
17 We had dinner to We had dinner to
a less than exiting a less than exiting
18 On the way in the On the way to the
park park
suggests stopping suggests stopping
on a restaurant at a restaurant
26 At breakfast they At breakfast they
talk a lot. (place, talk a lot. (place,
come to meet each come to meet each
birthday. (place, birthday. (place,
30 Hang your coat in Hang your coat in
the closet. (place, the closet. (place,
33 Hang your coat in Hang your coat in
the closet. (place, the closet. (place,
Jakarta. (place, Jakarta. (place,
38 They will come They will come
back in June. back in June.
Total 20 20
Student 16:
Item Identification of Classification Explanation Correction Cause

Number Errors of Errors of
Description Errors
town town
3 and go to a small and go to a small
house house
clock in the wall clock on the wall
10 When I got home When I got home
my sister was 10). my sister was 10).
(on / at / to) the (on / at / to) the
door door
Arusha, Arusha,
13 They have a safari They have a safari
going At Tuesday going on Tuesday
65 a day a day
us up Senara us to Senara
into us tomorrow with us tomorrow
Later Later
17 We had dinner in We had dinner at
a less than exiting a less than exiting
21 We didn’t get At We didn’t get to
lake Manyara until lake Manyara until
after one o’clock after one o’clock
the school. (place, the school. (place,
33 My mother goes My mother goes
into the kitchen. into the kitchen.
37 I fly to USA on I fly to USA on
Saturday. (place, Saturday. (place,
Total 19 19
Student 17:

Description
7 I looked on my I looked at my
clock clock
clock in the wall clock on the
wall
with Arusha Arusha
very simple very simple
hotel hotel
good deal into $ good deal at $
65 a day 65 a day
by us tomorrow with us
Later tomorrow Later
the park the park
19 Our driver John Our driver John
first stopped on first stopped at
two gas stations two gas stations
21 We didn’t get at We didn’t get to
lake Manyara lake Manyara
until after one until after one
o’clock o’clock
suggests suggests
Total 18 18
Student 18:

Description Errors
town town
3 and go to a small and go to a small
house house
Arusha Arusha
12 and after checking And after
up a very simple checking into a
hotel very simple hotel
65 a day a day
16 who will be taking Who will be
the safari by us taking the safari
tomorrow Later with us tomorrow
Later
park park
first stopped by first stopped at
21 We didn’t get in We didn’t get to
Total 19 19
Student 19:

Description Errors
town town
Arusha Arusha
65 a day a day
by us tomorrow with us tomorrow
Later Later
park park
19 our driver John our driver John
21 We didn’t get in We didn’t get to
31 There was no one There was no one
inside the house. inside the house.
Total 19 19
Student 20:
Item Identification of Classification Explanat Correction Cause of

Number Errors of Errors ion Errors
Description
town town
Arusha Arusha
good deal With $ good deal at $ 65
65 a day a day
into us tomorrow with us tomorrow
Later Later
12 If it (were not / If it (were not /
were) cold today, I were) cold today,
would go I would go
swimming swimming
park park
23 Before going to Before going into
the park? We all the park? We all
said, “No way!” said, “No way!”
come to meet each come to meet
other at my each other at my
31 There was no one There was no one
inside the house. inside the house.
Saturday. (place, Saturday. (place,
time, direction) time, direction
Total 17 17
Student 21:
Item Identification Classification Explan Correction Cause of

Number of Errors of Errors ation Errors
Description
5 So I usually get So I usually get
up on 7:15. up at 7:15.
8 I got dressed I got dressed
quickly and run quickly and run
all the way near all the way to
school school
home my sister home my sister
was to the door was at the door
with Arusha Arusha
safari going At safari going on
Tuesday Tuesday
us up Senara us to Senara
16 who will be who will be
by us tomorrow with us
Later tomorrow Later
the park the park
20 And then we And then we
went to his went to his
house. To pick house. To pick
with some up some clothes
clothes
suggests suggests
the park? We all into the park?
said, “No way!” We all said,
“No way!”
each other at my each other at
birthday. (place, my birthday.
direction)
30 Hang your coat Hang your coat
in the closet. in the closet.
Sunan Bonang II Sunan Bonang
Semarang. II Semarang.
Saturday. (place, Saturday.
direction)
Total 20 20
Student 22:
Item Identification Classificatio Explanati Correction Caus

Numbe of Errors n of Errors on e of
r Description Error
s
town town
3 And go to a And go to a
small school in small school
my house near my house
up on 7:15 up at 7:15
week week
7 Looked on my Looked at my
clock and saw clock and saw
that it was 9:15 that it was 9:15
clock at the wall clock on the
wall
was to the door. was at the door.
She smiled and She smiled and
fool!’ fool!’
with Arusha Arusha
good deal into $ good deal at $
65 a day 65 a day
us up senara us to senara
into us with us
tomorrow Later tomorrow Later
17 We had dinner We had dinner
in a less than at a less than
exiting exiting
the park the park
first stopped on first stopped at
21 We didn’t get We didn’t get to
At lake Manyara lake Manyara
until after one until after one
o’clock o’clock
suggests suggests
each other at my each other at my
Total 20 20
Student 23:
Item Identification Classificatio Explanati Correction Cause

Numbe of Errors n of Errors on of
r Description Error
s
town town
3 and go to a and go to a small
small school in school near my
my house house
up on 7:15 up at 7:15
clock in the clock on the wall
wall
with Arusha Arusha
very simple very simple hotel
hotel
good deal into good deal at $
$ 65 a day 65 a day
15 They They introduced
introduced us us to Senara
with Senara
taking the taking the safari
safari by us with us
tomorrow Later tomorrow Later
the park the park
21 We didn’t get We didn’t get to
in lake lake Manyara
Manyara until until after one
after one o’clock.
o’clock.
suggests suggests
each other at each other at my
my birthday. birthday. (place,
direction)
time, time, direction)
direction)
33 My mother My mother goes
goes into the into the kitchen.
kitchen. (place, (place, time,
time, direction) direction)
Total 21 21
Student 24:

Description Errors
small school at small school
my house near) my
house
5 So I usually So I usually
get up on 7:15 get up at
7:15
week week
wall the wall
hotel hotel
14 It sounds like a It sounds like

good deal into a good deal
$ 65 a day at $ 65 a day
15 They They
safari into us safari with us
tomorrow tomorrow
Later Later
17 We had dinner We had
in a less than dinner at a
exiting less than
restaurant exiting
restaurant
18 On the way on On the way
the park to the park,
to lake to lake
after one until After
suggests suggests
to the park ? into the
We all said, park? We all
“No way!” said, “No
way!”
25 We run We run
time, (place, time,
direction) time,
direction)
closet. (place, closet.
time, (place, time,
kitchen. kitchen.
kitchen. (place, kitchen.
time, (place, time,
36 Put the dishes Put the
on the table. dishes on the
(place, time, table. (place,
direction) time,
direction)
Total 21 21
Student 25:

Description Errors
4 near 8.00 in at 8.00 in the
the morning morning
week week
8 and run all the and run all
way near the way to
school school
wall the wall
home my sister home my
was on the sister was at
door the door
hotel hotel
14 It sounds like a It sounds like
good deal into a good deal
$ 65 a day at $ 65 a day
15 They They
16 who will be Who will be
tomorrow tomorrow
Later Later
18 On the way on On the way
19 our driver John Our driver
first stopped John first
by two gas stopped at
stations two gas
stations
direction) time,
direction)
28 My book is on My book is
the table. on the table.
time, time,
kitchen. kitchen.
Sunan Bonang Sunan
II Semarang. Bonang II
(place, time, Semarang.
direction)
Jakarta. (place, Jakarta.
time, (place, time,
Total 21 21
Student 26:

Description Errors
small school in small school
my house. near my
house.
5 so I usually get So I usually
up on 7:15 get up at
7:15
wall the wall
hotel simple hotel
14 It sounds like a It sounds
good deal into like a good
$ 65 a day deal at $ 65
a day
15 They They
tomorrow Late us tomorrow
Later
the park Later to the park
stopped by two stopped at
gas stations two gas
stations
in lake get to lake
suggests actually
restaurant stopping at a
restaurant
25 We run We run
direction)
direction)
direction)
time, house.
direction)
32 We went to the We went to
cinema. (place, the cinema.
direction)
direction)
40 He comes from He comes
Bogor. (place, from Bogor.
direction)
Total 20 20
Student 27:

Description Errors
5 So I usually get So I usually
up on 7:15. get up at
7:15.
8 And run all the And run all
way near the way to
school school
home my sister home my
was to the door sister was at
the door
safari going At safari going
Tuesday on Tuesday
14 It sounds like a It sounds
good deal into like a good
$ 65 a day deal at $ 65
a day
15 They They
tomorrow Late us tomorrow
Later
the park Later to the park
house. To pick house. To
with some pick up
clothes some clothes
suggests actually
restaurant stopping at a
restaurant
23 Before going Before
to the park? going into
We all said, the park?
“No way!” We all said,
“No way!”
25 We run We run
direction)
direction) time,
direction)
direction)
direction)
30 Hang your coat Hang your
in the closet. coat in the
(place, time, closet.
direction)
time, direction) house.
(place, time,
direction)
kitchen. (place, kitchen.
direction)
Sunan Bonang Sunan
II Semarang. Bonang II
(place, time, Semarang.
direction)
38 They will come They will
back in June. come back
(place, time, in June.
direction)
Total 21 21
Student 28:

Description Errors
2 And go in a And go to a
small school at small school
my house. near my
house.
5 So I usually So I usually get
get up on 7:15. up at 7:15.
week week
10 when I got When I got
was on the was at the door
door
into Arusha Arusha
very simple very simple
hotel hotel
15 They They
17 We had dinner We had dinner
to a less than at a less than
exiting exiting
18 On the way on On the way to
the park the park
stopped by two stopped at two
gas stations gas stations
house. To pick house. To pick
with some up some
clothes clothes
At lake to lake
Manyara until Manyara until
after one after one
o’clock o’clock
to the park ? into the park ?
28 My book is on My book is on
the table. the table.
direction)
time, time,
Sunan Bonang Sunan Bonang
II Semarang. II Semarang.
Jakarta. (place, Jakarta. (place,
direction)
Saturday. Saturday.
time, time,
total 22 22
The Table Distribution of Each Student’s Error
Students 1:

Description
and go …. be changed and go ….
by ‘in’
3 In my house Misformation Preposition Near my Intralingual
‘in’ should house
be changed
by ‘near’
by ‘on’
changed by
‘to’
14 It sounds like Omission Preposition It sounds Intralingual
‘at’
15 They Omission Preposition They Intralingual
by ‘to’
introduced us ‘into’ introduced
to Senara who should be us to Senara
will be talking changed by who will be
the safari into ‘with’ talking the
us tomorrow
17 Later, we had Addition Preposition Later, we Intralingual
dinner in a ‘in’ should had dinner
less than be changed at a less
exiting by ‘at’ than exiting
afterone by ‘to’ until
o’clock. afterone
o’clock.
22 can you Misformation Preposition can you Intralingual
actuallysugge be changed actuallysugg
st stopping in by ‘at’ est stopping
a restourant at a
restourant
“No way!”
placed after
‘we run’
Total 13 13 13 13
Students 2:

Description
3 At my house. Misformation Preposition Near my Intralingual

‘at’ should house.
be changed
by ‘near’
6 In Monday Misformation Preposition on Monday Intralingual
by ‘on’
by ‘on’
changed by
‘to’
safari going at ‘at’ should safari going
by ‘on’
14 into $ 65 a Misformation Preposition at $ 65 a Intralingual
‘at’ forever
safari safari
tomorrow

be changed
by ‘to’
stations stations
20 To pick with Misformation Preposition To pick up Intralingual
some clothes ‘with’ some clothe
should be
changed by
‘up’
“No way!”
33 My mother Omission It doesn’t My mother Context of
goes into use an goes into learning
kitchen. article ‘the’ the kitchen.
Bonang after ‘he Semarang.
lives’
Total 18 18 18 18 18
Student 3:

Description
3 In my house. Misformation Preposition Near my Intralingual
‘in’ should house.
be changed
by ‘near’
by ‘on’
changed by
‘to’
14 Into $ 65 a Misformation Preposition at $ 65 a Intralingual
‘at’ forever
safari safari
‘with’
be changed
by ‘to’
stations stations

25 We run Omission It doesn’t We run Context Of
towards use an towards the Learning
use to be outside. learning
‘is’
placed
before ‘the
kitchen’
total 15 15 15 15 15
Student 4:

Description
3 I live in a Misformation Preposition I live in a Intralingual
small town ‘in’ should small town
and go to a be changed and go to a
small school by ‘near’ small school
in my house near my
house
my clock ‘on’ should my clock
be changed
by ‘at’
9 Then I saw Misformation Preposition Than I saw Intralingual
by ‘on’
morning bus ‘into’ morning bus
into Arusha should be to Arusha
changed by
‘to’
a good deal ‘up’ should like a good
John first ‘at’ should John first
stopped at be changed stopped at
stations stations
Total 7 7 7 7 7
Student 5:
Description
small town ‘to’ should small town
be changed
by ‘into’
by ‘on’
quickly and ‘in’ should dressed
run all the be changed quickly and
way in school by ‘to’ run all the
way to
school
11 We took a Preposition We took a Intralingual
morning bus Misformation ‘with’ morning bus
changed by
‘to’
by ‘on’
introduced us ‘by’ should introduced
to Senara who be changed us to Senara
will be taking by ‘with’ who will be
the safari by taking the
us tomorrow
stopping in a stopping at
Total 10 10 10 10 10
Student 6:

Description
by ‘to’ Arusha
hotel
with $ 65 a be changed deal at $
by ‘to’ Senara
tomorrow
be changed
by ‘to’
said, “No
way!”
32 We went to Omission This sentence We went to Context of
cinema. should be the cinema. learning
placed by an
article ‘the’
33 My mother Omission This sentence My mother Context of
goes into should be goes into learninbg
kitchen. placed by an the kitchen.
article ‘the’
40 He comes Omission This sentence He comes Contect of
Bogor. should be from learning
placed by Bogor.
conjunction
‘from’
Total 10 10 10 10 10
Student 7:
Item Identification Classificatio Explanation Correction Cause of

Number of Errors n of Errors Errors
Description
be changed
by ‘in’
3 a small school Misformation Preposition a small Intralingual
in my house ‘in’ should school
be changed near my
by ‘near’ house
by ‘to’ Arusha
12 after checking Misformation Preposition After Intralingual
hotel
With $ 65 a be changed deal at $
by ‘to’ Senara
tomorrow
be changed
by ‘to’
towards should be school.
placed after
‘we run’
birthday at. after ‘each meet each
other’ other at my
birthday.
one the house. ‘inside’ no one
inside should be inside the
‘the house’
be placed
before ‘the
cinema’
goes the ‘into’ should goes into
kitchen into. be placed the kitchen.
before ‘the
kitchen’
Total 13 13 13 13 13
Student 8:

Description

be changed
by ‘in’
by ‘to’ Arusha
hotel
14). With $ be changed deal 14). at
65 a day by ‘at’ $ 65 a day
by ‘to’ Senara
tomorrow
be changed
by ‘to’
said, “No
way!”
placed after
‘we run’
be placed
before ‘the
cinema’
37 I fly to USA Misordering Preposition I fly to Interlingual
Saturday on. ‘towards’ USA on
should be Saturday.
placed after
‘we run’
Total 11 11 11 11 11
Student 9:

Description
by ‘on’
by ‘on’
the door. She by ‘at’ at the door.
smiled and She smiled
said ‘April and said
fool!’ ‘April
fool!’
day; by ‘at’ 65 a day;
who will be by ‘to’ Senara who
taking the will be
Safari taking the
Safari
tomorrow
stations stations
o’clock. one
o’clock.
believe John ‘in’ should believe
actually be changed John
suggest by ‘at’ actually
stopping in a suggest
a restaurant
said, “No
way!”
27 All my Omission Preposition All my Context of
friends come ‘at’ should friends learning
birthday. birthday’ other at my
birthday.
be placed
after ‘we
went’
Saturday. Preposition USA on learning
‘on’ Saturday.
Total 13 13 13 13 13
Student 10:

Description
changed by Arusha
‘to’
hotel
14 It Sounds like Misformation Preposition It Sounds Intralingual
‘at’
with Senara should be us to
changed by Senara
‘to’
16 Who will be Misformation Preposition who will be Intralingual
taking the ‘to’ should taking the
tomorrow by ‘into’ us
tomorrow
be changed
by ‘to’
placed house.
before ‘the
house’
Total 7 7 7 7 7
Student 11:

Description
the wall be changed on) the wall
by ‘on’
10 When I got Misformation Preposition when I got Intralingual
changed by
‘to’
‘at’
changed by
‘to’
be changed
by ‘to’
“No way!”
placed after
‘we run’
26 The talk a lot Misordering Preposition At breakfast Interlingual
at breakfast. ‘at’ should they talk a
be placed lot.
before
’breakfast’
27 All my Misordering Preposition All my Interlingual
friends come ‘at’ should friends
birthday at. birthdayt’ other at my
birthday.
Total 12 12 12 12 12
Student 12:

Description
be changed
by ‘in’
by ‘on’
changed by
‘to’
stations stations
towards. should be school.
placed
before ‘the
school’
39 I like going to Addition Word of I like going Interlingual
Japans. ‘Japans’ to Japan.
should be
changed by
‘Japan’
40 He comes Omission It doesn’t He comes Context of
Bogor. use from Bogor. learning
preposition
‘from’
Total 11 11 11 11 11
Student 13:

Description
be changed
by ‘in’
by ‘on’
changed by
‘to’
changed by
‘to’
stations stations
a restaurant
other at my
birthday.
29 He outside is. Misordering Preposition He is Interlingual
‘outside’ outside.
should be
placed after
‘he is’
goes the into ‘into’ should goes into the
kitchen. be placed kitchen.
before ‘the
kitchen’
Total 12 12 12 12 12
Student 14:

er Description
3 And go to a Misformation Preposition and go to a Intralingual
small school at ‘at’ should small school
by ‘near’ house
by ‘on’
changed by
‘to’
safari going up ‘up’ should safari going
by ‘on’
changed by a day
‘at’
changed by
‘to’
17 we had dinner Misformation Preposition We had Intralingual
restaurant
be changed
by ‘to’
a restaurant
“No way!”
towards school. ‘towards’ towards the
should be school.
placed after
‘we run’
30 Hang your coat Misordering Preposition Hang your Interlingual
the closet in. ‘in’ should coat in the
be placed closet.
before ‘the
closet’
placed
before ‘the
kitchen’
Semarang at ‘at’ should Sunan
Sunan Bonang. be placed Bonang II
after ‘he Semarang.
lives’
Total 16 16 16 16 16
Student 15:

r Description
by ‘near’ house
get up on7:15 ‘on’ should get up at
be changed 7:15
by ‘at’
wall. It was be changed the wall. It
only 7:05! then by ‘on’ was only
I saw the 7:05! then I
calendar saw the
calendar
10 when I got Misformation Preposition when I got Intralingual
changed by
‘to’
by ‘on’
good deal into ‘to’ should like a good
$ 65 a day be changed deal at $ 65
by ‘into’ a day
changed by
‘to’
to a less than ‘to’ should dinner at a
restaurant
be changed
by ‘to’
a restaurant
26 Breakfast they Omission It doesn’t At breakfast Context of
talk a lot. use they talk a learning
preposition lot.
‘at’
33 My mother Misordering Preposition my mother Interlingual
kitchen should be the kitchen
placed
before ‘the
kitchen’
Total 15 15 15 15
Student 16:

r Description
be changed
by ‘in’
by ‘near’ house
clock in the ‘to’ should the clock on
by ‘into’
with Arusha, should be to Arusha,
changed by
‘to’
by ‘on’
changed by a day
‘at’
up Senara be changed us to
by ‘to’ Senara
restaurant
a restaurant
placed after
‘we run’
29 He outside. Omission He is Context of
outside. learning
Total 14 14 14 14 14
Student 17:

r Description
7 I looked on my Misformation Preposition I looked at Intralingual
clock ‘on’ should my clock
be changed
by ‘at’
by ‘on’
changed by
‘to’
changed by a day
‘at
changed by
‘to’
Later Later
the park ‘to’ should to the park
be changed
by ‘into’
stopped on two be changed stopped at
stations
a restaurant
placed after
‘we run’
use outside. learning
preposition
‘outside’
Total 13 13 13 13 13
Student 18:

r Description
be changed
by ‘in’
by ‘near’ house
by ‘on’
morning bus ‘to’ should morning bus
with Arusha be changed to Arusha
by ‘into’
12 and after Misformation Preposition And after Intralingual
changed by a day
‘at’
changed by
‘to’
16 who will be Misformation Preposition Who will be Intralingual
Later Later
be changed
by ‘to’
stopped by two be changed stopped at
stations
restaurant by ‘at’ stopping at a
restaurant
placed after
‘we run’
Semarang at ‘at’ should sunan
Sunan Bonang be placed boning II
lives’
Total 14 14 14 14 14
Student 19:

er Description
be changed
by ‘in’
by ‘on’
changed by
‘to’
changed by a day
‘at’
changed by
‘to’
tomorrow Later by ‘with’ us tomorrow
Later
be changed
by ‘to’
19 our driver John Misformation Preposition our driver Intralingual
first stopped by ‘by’ should John first
two gas be changed stopped at
stations by ‘at’ two gas
stations
a restaurant
25 We run Omission Preposition We run Context of
towards school. ‘towards’ towards the learning
should be school.
placed after
‘we run’
31 There was no Omission It doesn’t There was Context of
one inside use no one learning
house. preposition inside the
‘inside’ house.
32 We went the to Misordering Preposition We went to Interlingual
cinema. ‘to’ should the cinema.
be placed
before ‘the
cinema’
goes the ‘into’ goes into
kitchen into. should be the kitchen.
placed
before ‘the
kitchen’
Total 15 15 15 15 15
Student 20:

er Description
be changed
by ‘in’
by ‘near’ house
changed by
‘to’
good deal With ‘with’ like a good
changed by a day
‘at’
changed by
‘to’
tomorrow Later changed by us tomorrow
‘with’ Later
be changed
by ‘to’
“No way!”
25 We run the Addition Using We run Intralingual
school the double an towards the
towards. article ‘the’ school.
one inside ‘inside’ no one
house the. should be inside the
placed house.
before ‘the
house’
Total 11 11 11 11 11
Student 21:

r Description
get up on ‘on’ should get up at
7:15. be changed 7:15.
by ‘at’
quickly and ‘near’ dressed
run all the way should be quickly and
near school changed by run all the
‘to’ way to
school
changed by
‘to’
by ‘on’
by ‘to’
Later Later
be changed
by ‘to’
20 And then we Misformation Preposition And then Intra
went to his ‘with’ we went to Intralingual
house. To pick should be his house. lingual
with some changed by To pick up
clothes ‘up’ some
clothes
a restaurant
“No way!”
other at my
birthday.
placed house.
before ‘the
house’
Sunan Bonang ‘at’ should Sunan
at II be placed Bonang II
lives’
Total 15 15 15 15
Student 22:

r Description
be changed
by ‘in’
by ‘near’ house
be changed 7:15
by ‘at’
by ‘on’
7 Looked on Misformation Preposition Looked at Intralingual
by ‘on’
the door. She by ‘at’ the door.
smiled and She smiled
said ‘April and said
fool!’ ‘April fool!’
changed by
‘to’
‘at’
by ‘to’
be changed
by ‘to’
stations stations
a restaurant
birthday at. before ‘my meet each
birthday.
at be placed bonang II
lives’
38 They will Misordering Preposition They will Interlingual
come back ‘in’ should come back
June in be placed in June
before
‘June’
Total 19 19 19 19 19
Student 23:

r Description
be changed
by ‘in’
by ‘near’ house
be changed 7:15
by ‘at’
by ‘on’
changed by
‘to’
‘at’
changed by
‘to’
Later Later
be changed
by ‘to’
stations stations
a restaurant
Total 13 13 13 13 13
Student 24:

Description
at my house be changed school
by ‘near’ near) my
house
be changed 7:15
by ‘at’
morning last ‘at’ should morning
by ‘on’
by ‘on’
changed by Arusha
‘to’

changed by
‘to’
Later tomorrow
Later
on the park ‘at’ should to the park,
be changed
by ‘in’
after one by ‘to’ until After
a restaurant
“No way!”
towards ‘toweards’ towards the
placed after
‘we run’
at II be placed boning II
Semarang after ‘he Semarang
lives’
Total 16 16 16 16 16
Student 25:

Description
4 near 8.00 in Misformation Preposition at 8.00 in Intralingual
the morning ‘near’ should the
be changed morning
by ‘at’
morning last ‘at’ should be morning
week changed by last week
‘on’
8 and run all the Misformation Preposition and run all Intralingual
way near ‘near’ should the way to
by ‘to’
the clock in ‘in’ should be the clock
the wall changed by on the wall
‘on’
by ‘to’ Arusha
hotel
by ‘to’ Senara
Later tomorrow
Later
be changed
by ‘to’
19 our driver Misformation Preposition Our driver Intralingual
stations stations
to the park? ‘to’ should be going into
We all said, changed by the park?
“No way!” ‘into’ We all
said, “No
way!”
Sunan ‘at’ should be Sunan
Bonang at II placed Bonang II
Semarang. after‘he lives’ Semarang.
Total 14 14 14 14 14
Student 26:

Description
small school ‘in’ should small
in my house. be changed school
house.
5 so I usually Misformation Preposition So I Intralingual
get up on 7:15 ‘on’ should usually get
be changed up at 7:15
by ‘at’
by ‘on’
by ‘to’ Arusha
hotel
by ‘to’ Senara
Late tomorrow
Later
be changed
by ‘to’
stations stations
a restaurant
25 We run Misordering Preposition We run Interlingual
towards ‘at’ should towards the
school the. be placed school.
after ‘we
run’
27 All my friends Omission It doesn’t use All my Context of
come to meet preposition friends learning
each other my ‘at’ come to
birthday. meet each
other at my
birthday.
There was no Misordering Preposition There was Interlingual
31 one the inside ‘inside’ no one
‘the house’
Total 15 15 15 15 15
Student 27:

Description
by ‘at’
8 And run all Misformation Preposition And run all Intralingual
the way near ‘near’ should the way to
by ‘to’
sister was to be changed sister was
by ‘to’ Arusha
13 They have a Misformation Preposition They have Intralingual
safari going ‘at’ should a safari
At Tuesday be changed going on
by ‘on’ Tuesday
by ‘to’ Senara
Late tomorrow
Later
be changed
by ‘to’
some clothes some
clothes
a restaurant
said, “No
way!”
25 We run Omission It doesn’t use We run Context of
towards an article towards the learning
school. ‘the’ school.
at birthday. before ‘my meet each
birthday.
33 My mother Omission It doesn’t use My mother Context of
goes into an article goes into learning
kitchen. ‘the’ the kitchen.
Sunan ‘at’ should Sunan
Bonang at II be placed Bonang II
lives’
Total 16 16 16 16 16
Student 28:

Description
2 And go in a Misformation Preposition And go to Intralingual
small school ‘in’ should a small
be changed school
by ‘to’
at my house. be changed school
house.
by ‘at’
by ‘on’
10 when I got Misformation Preposition When I got Intralingual
the door by ‘the’ at the door
morning bus ‘into’ should morning
into Arusha be changed bus to
by ‘to’ Arusha
hotel
by ‘to’ Senara
dinner to a ‘to’ should dinner at a
be changed
by ‘to’
stations stations
some clothes some
clothes
We all said, be changed the park ?
said, “No
way!”
Bonang. after ‘he Semarang.
lives’
35 He arrived Omission It doesn’t use He arrived Context of
Jakarta. preposition in Jakarta. learning
‘in’
Saturday. preposition USA on learning
‘on’ Saturday.
40 He comes omission It doesn’t use He comes Context of
Bogor. preposition from learning
‘from’ Bogor.
total 18 18 18 18 18
Omission Addition
6% 1%
Misformation
11%
Misordering
82%
REFERENCES TEST
Name : Budiansyah
Nim : 208014000032
Title : AN ANALYSIS STUDENTS’ ERROR ON PREPOSITION
IN ENGLISH WRITING
(A Case Study at the First Grade of SMP MUHAMMADIYAH 35 JAKARTA)
Advisor : 1. Dr. Ratna Sari Dewi, M. Pd
2. Neneng Sunengsih, M.Pd.
References
No Advisor 1 Advisor 2
Chapter I
John E. Warriner, Warriner’s English Grammar and

1 Composition, (New York : Harcout Brace Javanovich,
Inc., 1982), p. 71
A S Homby, Oxford Advanced Learner’s Dictionary of
2
current English, (New York: Oxford University Press, 1987),
p. 996.
Marcella Frank, Modern English : a practical reference
3 guide, p. 164-171
References
Advisor
No Advisor 2
Chapter II 1
Jack C. Richards, Error Analysis: Perspectives on Second

1
Language Acquisition, (London: Longman, 1974), p. 95.
Vacide Erdogan, Contribution of Error Analysis to Foreign
2 Language Teaching, Mersin University Journal of the Faculty of
Education, 1(2), 2005, pp. 261—270.
Heidi Dulay, et al.,Language Two, (New York: Oxford University
3
Press, 1982), p. 138.
Douglas Brown, Principles of Language Learning and Teaching,
4 5th ed., (United States: San Francisco State University, 2007), p.
259.
S. P. Corder, Error Analysis and Interlanguage, (Great Britain:
5
Oxford University Press, 1981), p. 45.
Jack C. Richards, Error Analysis and Second Language Strategies,
6
language Science, 17, 1971, p. 3.
Jack C. Richards, Error Analysis: Perpective oc Second Language
7
Axquisition, (London: Longman Group, Ltd., 1985), p. 95.
H. Douglas Brown, Principles of Language Learning and
8
Teaching, 5th edition, (New York: Pearson Education, 2006), p. 257.
9 Brown, op. cit., p. 263.
Jack C. Richards, A Non-Contrastive Approach to Error Analysis,
10 International Center for Research on Bilingualism, Laval
University, 1970, pp. 8-14.
Carl James, Errors in Language and Use: Exploring Error
11
Analysis,(London: Longman, 1998), pp. 179-200.
12 Heidi Dulay, op. cit., p. 138.
13 Brown, op. cit., p. 257.
14 Dulay, op. cit., p. 141.
S. P. Corder, Error Analysis and Interlanguage, (New York: Oxford
15 University Press, 1981), p. 45.
Rod Ellis, The Study of Second Language Acquisition, (Oxford:
16
Oxford University Press, 2008), p. 46.
17 Ellis, op. cit., p. 37.
18 Ibid.
Ibid, pp. 37-38.
19
20 Ellis, op. cit., p. 48.
Dulay, op. cit, pp. 154-162.
21
Ellis, op.cit., p. 53
22
Peter Hubbard, et al., A Training Course for TEFL, (New York:
23
Oxford University Press, 1983)pp. 140—142.
Ibid., p. 142.
24
25 Ibid.
Richard, op.cit., p. 174.
26
27 Brown, op.cit., p. 177.
28 Ellis, op.cit., pp. 56-57
Martin parrot, Grammar for English Language Teacher, (printed in
29
United Kingdom; Cambridge University Press, 2000), p. 83,.
30 ibid., p. 88-89.
Marrianne Clece, Diana Larsen, and Freeman, The Grammar Book
31 An ESL/EFL Teacher’s Course, (Printed in The USA, London:
Newbury House Publisher, Inc., 1983), p. 261.
32 Dullay, Burt, and Krashen, op. cit., pp. 138-139.
John E. warriner, Warriner’s English Grammar and Comosition,
33
(New York : Harcout Brace Javanovich, Inc., 1982).p.71.
A S Homby, Oxford Advanced Learner’s Dictionary of Current English,
34 (New York : Oxford University Press, 1987).p.996.
Jean yates, The Ins and outs Of Prepositions, (NewYork : Barron’s

35
Educational Series, Inc, 1999), p. 3.
Marcella Frank, “Modern English a practical reference guide”,
36
(New Jersey: Practice hall, inc., 1972) p. 163.
37 Yates, op. cit., p. 87.
Englisch-hilfen.de,learning english online, 2013,
38
(http///www.englischhilfen.de/en/grammar/prepositions_place.htm).
39 Frank, op. cit., p. 171.
References
No Advisor 1 Advisor 2
Chapter III
Anas Sudiyono, Pengantar Statistik Pendidikan,

1
(Jakarta: PT RajaGrafindo Persada, 2005), p. 43.
2 Brown, loc.cit.
Appendix 9
KISI-KISI PENYUSUNAN SOAL

SMP 35 MUHAMMDIYAH KEBAYORAN LAMA JAKARTA
TAHUN PELAJARAN 2014-2015
Mata Pelajaran : Bahasa Inggris
Jumlah Soal : 28
Kelas : VII
No Kompetensi Dasar Materi Uraian Materi Indikator No Soal
1 Preposition Time. - Memberikan informasi tentang letak - Melengkapi teks, 4.5.

Mengungkapkan makna dalam suatu benda penyusun kata dan 6.7.13.16
percakapan transaksional (to get menulis daftar benda .14.24.26
things done) dan interpersonal yang berada di sekitar .27.37.38
(bersosialisasi) sederhana kelas.
dengan menggunakan ragam
bahasa lisan secara akurat,
lancar, dan berterima untuk
berinteraksi dengan lingkungan
sekitar yang melibatkan tindak
tutur: memberikan informasi
tentang posisi/letak suatu benda
Place. - Memberikan informasi tentang letak - Melengkapi teks, 1.3.9.10.
suatu benda. penyusun kata dan 17.18.19.
menulis tempat, dan 21.22.28.
posisi letak benda 29.30.31.
yang berada dikelas. 34.35.36.
Direction - Memberikaninformasi tempat yang - Melengkapi teks, 2.8.11.12
diaketahui. penyusun kata dan .15.20.23
menulis nama-nama .25.32.33
tempat yang dia akan .39.40
kunjungi.
APPENDIX 10
APPENDIX 10

An Analysis Students' Error On Preposition In: English Writing

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AN ANALYSIS STUDENTS’ ERROR ON PREPOSITION IN

DEPARTMENT OF ENGLISH EDUCATION

Keyword : Analysis, Grammatical Error on preposition.

Kata Kunci : Analysis, Grammatical Error on preposition.

Penelitian ini bertujuan mengetahui jenis dan penyebab kesalahan grammar

Hasilnya menunjukkan bahwa kesalahan yang paling banyak adalah salah

Jakarta, July 6, 2015

CHAPTER I. INTRODUCTION ................................................................... 1

CHAPTER II. THEORETICAL FRAMEWORK......................................... 5

CHAPTER III. RESEARCH METHODOLOGY........................................... 28

CHAPTER IV. FINDING AND INTERPRETATION................................... 32

CHAPTER V. CONCLUSION AND SUGGESTION ................................... 87

Table 2.1 The Examples of Omission Error ………………….…… … 13

Chart 4.1 The Recapitulation of Student’s Error .................................................... 81

Interview Guide for Teacher…………………………………………………….. 1A

A. Background of the Research

B. Focus of the Research

C. Questions of the Research

D. Objectives of the Research

E. Significance of the research

A. The General Concept of Error Analysis

1. The Definition of Error

mistakes that have been presented by linguist. However, basically those

2. The Sources or Causes of Errors

1. Overgeneralization it happens when the students apply the previous rule

4. False Concepts Hypothesizedis the faulty comprehension of distinctions in

1. Interlingual, errors are caused by mother tongue interference. The

3. The Definition of Error Analysis

It is important to investigate the errors that students made in order to

4. The Procedures of Analyzing Errors

The reconstructed utterance is based on our interpretation of what the

adjective, adverb in the sentence. However, grammatical morphemes, include

Secondly, addition errors are the opposite of omission errors. It is a

Finally, misordering errors occur when a sentence which its order is

Note: - The underlined word is misfordering

evidence of failure of ineffective teaching or lack control. If material is well

it in the classroom or text book. Brown called this term as “context of

f. Common Error in Using Preposition

B. The General Concept of Preposition

the preposition combines with noun or pronoun, the combination called a

Preposition of position is preposition that indicates the space of one thing

1) The point itself

plives at 25B Limun Street.

We sat under the free.

He swept the dirt under neanth the rug.

Our house is between the supermarket and the school.

He sat among all his grandchildren.

Farrel is standing among his friends.

My brother is standing among Robby, Susi and Maria.

a. Preposition that connecting a noun or pronoun with noun.

A. Method of the research

B. The Time and Place of the research

C. Data and Data Source

D. The Instrument of The Research

E. Procedures of the Research

No Type of preposition Item Number

2. Preposition of place 1.3.9.10.17.18.19.21.22.28.29.30.