AN ANALYSIS OF STUDENTS’ ERRORS IN USING THE ENGLISH PREPOSITION AT THE 1st
GRADE STUDENTS OF SMPN 1 PURWAKARTA
Fadjar Trigana Putra
chi.ajay@yahoo.com
English Education Study Program Language and Arts’ Department
Sekolah Tinggi Keguruan dan Ilmu Pendidikan
(STKIP) Siliwangi Bandung
Abstract
The objectives of this research entitled “An Analysis Of Student’s Errors In Using The English Preposition at The
First Grade Students of SMPN 1 Purwakarta”, was to find out what kind of errors made by the students in using
English preposition. This research used a descriptive qualitative method. The subject of this research was 35
students. The data was collected by the english propesition test. The collected data were analyzed using the Corder’s
theory. The results of data analysis showed that some students still had difficulties in using English preposition and
the student’s errors happened in 4 types of error, these are: omission error total 26 (6%), addition error total 50
(13%), misordering error total 76 (20%) and misinformation error total 241 (61%). The causes of student’s errors in
using preposition was that they didn’t know how to use the English preposition and they lacked knowladge in using
English preposition.
Key words: Students’ error, pronouncing, preposition
answer the challenge on a global level, mastery of
English is one of the main conditions that must be the
individual, society and nation of Indonesia. Basically
especially English lesson directed so that students be
able to communicate orally and in writing. English
language is a tool to communicate with foreign people
either orally or in writing.
English is a foreign language in Indonesia. In learning
English, we have to get 4 skills which is listening,
speaking, readingand writing. All of that skills are
connected each other. The person who is able to
mastering all skills will communicate passively and
actively. The foreign language learner generally has
purpose to be able speak English fluently.
To develop those basic skills we must know the
grammar rules for forming correct sentences. “The
teaching of grammar and vocabulary always been a
central aspect of foreign language teaching” (Brown.
1994:347).
Grammar is important in the development of structure.
The relationship between structure and grammar is
very closely, we need structure with grammar
especially in written language. Grammar must
consistently be introduced to the students, particularly
the beginners.
Teacher of English are expected to be aware of those
differences, so that can use proper method in teaching
English. One of solutions of the problem for students in
mastering English to be fully aware of
A. BACKGROUND OF THE STUDY
Language is communication of thoughts and feelings
through a system of arbitrary signals, such as voice
sounds, gestures or written symbols. Language refers to
“a human system of communication which uses
structured and can be embodied in other media such as
writing, print and physical signs” (Mc Arthur.
1992:57). As we know that English is an important
language in the world. Language especially English
can use to give and get information with the other
people in whole world.
The era of advanced science and technology is rapidly
increasing, more and more opportunities to
communicate internationally and free markets which
immediately demanded the Indonesian nation have a
competitive competence in all areas. Indonesia can
longer rely solely on natural resources and the physical
ability to prosper his people, but must rely more on
human resources, professionals. One requirement for
achieving this is the ability to speak English, especially
to communicate orally or in writing. Mastery is very
important because almost all sources of global
information apply on various aspects of live in English.
Mastery of English is not only to achieve the objectives
at the macro level, but progress is very demanding for
era individuals to enhance the capability itself, which
will ultimately support the achievement of objectives at
the macro. As outlined in the competency-based
English curriculum (Ministry of Education, 2001:7), to
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difficulties being faced. Encountered by primary school
students is among others, the used preposition.
Based of the data obtained the writer, the students will
make mistake in doing homework, doing exercise, etc.
according the dictionary of linguistics errors analysis in
language teaching and testing a technique of a
measuring progress by recording and classifying the
mistakes made by individual or group of students.
B. THEORETICAL FOUNDATION
A.
Teaching Grammar
Most people agree that knowing a language means
among other things, knowing its grammar. It
necessarily that grammar and structure need to be
taught or formal rules need to be learned.
When applying communicative language teaching
(CLT), teacher understands that the goal of language
teaching is communicative competence. One of
components of communicative competence is
grammatical competence. Based on this, student should
learn grammar as it is suggested by the 1994
curriculum, that grammar should be thought in context
not isolation.
Rutherford (1980) in Nunan (1991: 154) suggested that
“the development of some pedagogical grammars
involves the principles selection of items which reflect
pedagogical experience as well as linguistic theory”.
Say the several book have been published and these
book talk about the place of grammar in the
curriculum. It is said that grammar should be taught in
communicative context.
Teaching grammar in context means teaching grammar
based on the way teaching which is not the traditional
one, when teacher provides the grammatical rules and
the explanation of rules.
Student are expected to be more communicative and
can find out the grammar rules by themselves. Teacher
plays the role as the imitator, the motivator and the
helpers whenever their students need. Other techniques
for teaching grammar will be provided in the following
lines. The techniques are from McKay’s (1985) in
Brown (2001: 368-373). She define the five technique
for teaching grammar which are relevant to the
teaching of grammar in context the technique are as
follow:
The writer agrees to practice grammar in context as it
is will motivate the teacher to be more creative. Based
on 1994 syllabus for teaching English creative teachers
are needed to improve students capability in English.
B.
Preposition
1.
Definition of preposition
The preposition is classified as a part of speech in
traditional grammar. However, preposition as well as
conjunction differ from other parts of speech in that (1)
each composed of a small class of word that have no
formal characteristic endings; (2) each signals syntactic
structures that function as one of the other parts of
speech. For these reason modern linguistic prefer to
classify preposition as structure word rather than as
parts of speech.
According to Hornby (1995: 911) “Preposition is a
word or group of word used before a noun or pronoun
to show place, position, time or method”.
Based on the statement above the writer can include
that preposition if a word as changed in its form and
usually is put in frontto show the relation with the other
word.
2.
Type of Preposition
Based on “Comprehensive Grammar of the English
language” there are two form of preposition: simple
preposition and complex preposition.
a)
Simple preposition consist of one word
1)
Monosyllabic preposition
As, at, but, by, down, for, from, in, like, near, of, off,
on, out, past, round, since, than, through, till, to, up,
with.
2)
Polysylabic preposition
About, above, across, after, against, along, among,
around, before, behind, beside, between, beyond,
during, expert, inside, into, onto, opposite, over,
pending, under, until, unlike, upon, within.
b)
A complex preposition
A complex preposition is sequences that is indivisible
both in term of syntax and in terms of meaning.
In + noun + of, In + noun + with,By + noun + of,On
+ noun + of, At + noun + of.
1.
2.
3.
3.
a.
1)
2)
b.
4.
5.
Teaching grammar by using a chart
Teaching grammar by using object
Teaching grammar by using maps and other
simple drawing
Teaching grammar by using dialogue
Teaching grammar by using written texts
2
Prepositional meaning
Prepositional denoting spatial relation
Dimension
Relative Position
Preposition Denoting Time
– target language utterance. Such ways include:
omission, addition, misinformation and misordering.
a.
Omission errors are characterized by the
absenceof an item that must appear in a well-formed
utterance. Although any morpheme or word in a
sentence is a potential candidate for omission, some
types or morpheme are omitted more than others.
Language learners omit grammatical morphemes (e.g.
is, the, of, etc) much more frequently than content
morphemes or word (e.g. nouns, verbs adverbs,
adjectives). Omission errors are found in greater
abundance and across a greater variety of morpheme
the early stages of SLA (Second Language
Acquisition).
b.
Addition errors are the opposite of omission.
They are characterized by the presence of an item
which must not appear in a well-formed utterance.
Addition errors have three types there are : double
marking, regularization and simple addition.
c.
Misinformation errors are characterized by use
of the wrong form of the morpheme or structure.
d.
Misordering errors are characterized by the
incorrect placement of morpheme or group of
morphemes in an utterance. For example in the
utterance “he is all the time late”.
2.
Explaining Errors
Where the purpose of errors analysis help learners to
learn an L2, there is a need to evaluate errors. Some
errors can be considered more serious than other
because they are more likely to interfere with the
intelligibility of what someone says. Teachers should
focus their attention on these.
Errors analysis may be used as well as instead of
contrasted analysis.
A learners error provide evidence of the system of the
language that he is using (has learned) at a particular
popint in the course. The making of errors then is
strategy employed both by the children acquiring their
mother tongue and by those learning a second languge.
In learning preposition, students are sometimes
difficult to use it because they do not understand to
placing the appropriate preposition, not only that but
some of the problem with preposition:
1.
They are difficult to define without using other
preposition.
2.
They do not have equivalent meanings in other
languages.
3.
Two or more preposition may have the same
meaning and sometimes they are interchangeable
and sometimes not.
A prepositional phrase of time usually occurs as
adjunct predication adjunct.
Time Position : at, on in, by.
At, on and in, as preposition of “time position” are to
some extent parallel to the same items as positive
preposition of position.
C.
The Meaning of Errors Analysis
Student often make mistakes in doing a test, doing a
homework, doing exercise, etc. according to the
dictionary linguistics “Errors Analysis in language
teaching and testing a technique of measuring progress
by recording and classifying the mistake made by
individual or group of students. Programmed
instruction aims at avoiding the production of error.
Although many linguists and psychologists claim that
error necessary in the gradual acquisition of a
language. In foreign language teaching, error analysis
can be supplemented by constructive analysis to
measure degree of interference between source and
target language” (Harman and Stark, 1976: 78)
The teacher of second language came to realize that the
mistake or error person made by the process of
constructing a new system of language needed to be
analyzed carefully.
Mistake must be carefully distinguished from errors.
An error is a fault which result from incomplete
knowledge. In other words, an error is a systematic
deviation due to the learner’s still developing
knowledge of the SL rule system or an error is a
competence-based deviation.
According to the book language acquisition by
Kaswan (2010:49) Studying learner’s error serves two
major purposes.
1.
It provides data from which inferences about
the bature of the language learning process can be
made.
2.
It indicates to the teachers and curriculum
developers which part of the target language students
have most difficulty producing correctly and which
types of error detract most from a learners abilities to
communicate effectively.
D.
Procedures Error Analysis
1.
Identifying Errors
The first step in the process of analysis is the
identification and description of errors. Once all the
errors have been identified, they can be described and
classified. There are several ways of doing this. One
way is to classify errors into grammatical categories,
another way might be to try to identify general ways in
which the learners utterences differ from reconstructed
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4.
Many prepositions are used in expression where
their meaning is very different from what might
be expected.
5.
A preposition in combination with another word
may have different meanings. In learning
preposition the teacher ust be creative on using
method. Picture can make students understand
the lesson of preposition. In order that the
student understand more about using preposition
and they make no and media.
To teach preposition the teacher can give examples
from daily activities which the students do or from
action which really happen or we can use
C. RESEARCH METHODOLOGY
1.
Research Method
There were two kinds of research which were
commonly used in educational research. They were
qualitative and quantitative research. Based on
objective and the problem of research, the writer
decided to use qualitative method.
Qualitative method is a method which used to analyze
the condition of the natural object, where the researcher
is the key instrument.
Qualitative research is collects the data through
observation and then comes up with a theory account
or the data. The theories can explain the data
collected or facts which are observed (Moleong,
1995:2-7).
In this research, the writer conducted descriptive
qualitative research. So, the writer analyzed students’
errors in using English preposition at the first(1st) grade
students of SMPN 1 Purwakarta.
2.
Instrument of the Research
a.
Method of Collecting Data
Data has very important role in research, because
without data, it is impossible to get result of the
research. To obtain the data, the research has to use
instrument of collecting data, they are: observation,
interview and document.
Maxwell (1996: 127) said classroom participant
observation, student's interviews and teacher’s
interviews are the primary sources (method) of data
collection.
1)
Data Investigation
The force of the result of data investigation depends
on the procedures of the research itself. Before the
analysis of the data given, it was important that the
procedure of the research is described.
2)
Document
Document is a kind of source data involves anything
notes aimed to examine a research. (Moleong. 1995:
161). In a research, the Researcher may use syllabus,
teaching material, lesson plan, and recording
interview as the document.
b.
Technique for analyzing data
In this research, the writer conducts descriptive
qualitative research which analyzing the errors made
by students in using preposition. The follows are the
procedures of analyzing the data.
3.
Population and Sample
1.
Population
Population are groups consisting of all people to
whom researcher wish to apply his/her finding
(Crowl, 1996:8). The population of this study was the
first grade students of SMP Negeri 1 Purwakarta
2.
Sample
Samples are subsets of people used to represent
population (Crowl, 1996:8). The sample of this study
was 35 students of VII A.
4.
Object of The Research
The object of the research is the errors made by
students in using preposition in English.
5.
Data Source
In this research the data were the classroom activities,
classroom observation, teaching-learning process and
test to the students. The writer also took data source
from primary data and secondary data.
Primary data are taken from classroom observation,
teaching-learning process, test the students, problem
solving used by the teacher to solve the students’
problem and documents. Secondary data are taken
from the books related to the problem and from the
literature of the data.
6.
Research Procedure
In the research, the writer did the following things:
a.
The writer began her research on…
b.
The data collected from the first grade as the
sample
c.
After the data collected, they were processed
and analyzed by using the percentage of the
correct and wrong answer.
D. FINDINGS AND DISCUSSIONS
1.
Data Analysis
As stated before, in this research, the writer tried to
answer the following questions what kinds of errors are
made by the students in using the preposition made by
first grade students of SMPN 1 Puwakarta.
The writer would like to put the students’ scores on the
tables in order to know how many errors that the
students’ made. There are 35 students and 25 test
items. In the table below, the writer would like to
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compare between the students correct answer and
students errors.
The Instruments showed some students still had
difficulties in using English preposition. It approved
that the students made 19 correct answers (55%) from
25 items and made 16 wrong answers (45%) from 25
items.
The writer likes to analyze the type of errors that the
student made. As stated before there are four kind of
errors in using English preposition, they are: omission
errors, addition errors, misordering errors, and
misinformation errors.
Accordingly the writer would divide the errors into 4
types in order to find out what kind of errors they
made. The analysis would be explained in table now.
2.
Discussions
From the data analyzed, the writer found some student
still had difficulties in using English preposition. It
proves that the students made 19 correct answers
(55%) from 25 items and made 16 wrong answers
(45%) from 25 items.
1.
Omission Errors
Here is omission errors that happen (6%), some
students are still not recognizing the words of
preposition. for example, students were told to be
circled all the worlds which include the prepositions
but they only do some of prepositions. “The ducks in
front of me swam in the lake”.
Some of students answer “The ducks in front of me
swam in the lake” this answer is error because the
students were missing. He/she should have answered
“The ducks in front of me swam in the lake”.
2.
Addition Error
This is the students’ additional error (13%).
Some students make some words which are not
supposed to be there. For the example:
have difficulties to differ which one is preposition and
which one is not a preposition. For example:
“The Cup is on the table”
The students’ answer: “The Cup is on the table”
The word that is supposed to be circled and include the
preposition word is “The Cup is on the table”.
4.
Misinformation Error
Most of the students didn’t know how to use
preposition or they have lack of knowledge in using
English preposition. For example:
E. CONCLUSIONS AND SUGESSTION
1. The Conclusions
From all description given in the previous chapter, the
writer has come to the following conclusions:
1.
The students made many errors in using the
English prepositions. It is proved by the result of the
test that average students made 16 errors (45%) from
25 item tests.
2.
Based on the data from the test, the writer
concludes that the students’ error that mostly occur is
in misinformation error (61%). This means that the
most of the student did not understand how to use
English preposition. Some students also made errors in
omission error (6%), and addition error (13%). It
means that they have difficulties in distinguishing
engllish preposition the other words and they are
loosing some words which is do not exist and make
some incorrect words. They also made error in
misordering error (20%) which means that they still
make mistakes to place a preposition.
2.
The Suggestions
As the final part of the paper, the writer would like to
propose several suggestions as follows:
1.
The teacher should actually know and
understand the use of English preposition.
2.
To reach the goal of mastering the use of
English preposition by the students, the teacher
should motivate them, to give the materials and
correct their mistakes and errors at the right moment.
3.
In order to be successful in learning English,
the school has to prepare some facilities such as
English book, and visual aids which are needed by
them.
4.
The English teachers should pay more
attention to her/ his common forms of errors that the
students made, especially in using English
preposition which are encountered by the first grade
of SMPN 1 Purwakarta.
5.
The teacher should find the teaching
techniques and method which are suitable for the
The ball is ……… the net.
Students’ answer: The ball is on at the net.
Students should know that the correct answer is “The
ball is on the net”.
Students shouldn’t add “at” after “on”.
3. Misordering Error
The writer found 20 % of errors occurred in this type of
error. It means that some students made the incorrect
placement of preposition. in this error, the students still
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students demand and more effective and efficient in
the teaching learning process.
6.
The students need to practice in increasing
their English ability especially in using the English
preposition.
F. BIBLIOGRAPHY
Nunan,
David. 1991. Language Teaching
Methodology a textbook for teacher. USA:
Prentice Hall International
Jack,
Richard C. 1980. Eroors Analysis,
Perspective
on
Second
Language
Acquisition. London: Longman Group
Limited
H.Douglas Brown. 2001. Theaching by Principles:
an interactive approach to language
pedagogy. USA: Prentice-Hall.inc
Quirk, Randolph, and Greenbaum, Sydney et al.
1985. A Comprehensive Grammar of
English
Language.
New
York:
Longman.inc
Raymond, Murphy. 1989. English in Use.
Cambridge: University Press
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