Error Analysis on the Use of In, At, On in the Writings of Students of English Education Department Universitas Muhammadiyah Yogyakarta Batch 2015
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements For the Degree
Sarjana Pendidikan
Riza Indriyastanti 20120540069
Error Analysis on the Use of In, At, On in the Writings of Students of English Education Department Universitas Muhammadiyah Yogyakarta Batch 2015
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements For the Degree
Sarjana Pendidikan
Riza Indriyastanti 20120540069
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Acknowledgement
Praise be to Alloh SWT who always gives blessing and mercy to me, as well as health, strength, love and happiness.
Then, I will sincere gratitude to my family. Big thanks and love to my parents who are always supporting me, praying for my health, my long life and my success. I dedicate this skripsi to you, Mak and Bapak. Then, thanks for my older sisters, Mbak Retno and Mbak Arnik who are always supporting me psychologically and
financially. In addition, thanks to Mbak Nunik alm, who always loves me, I hope you obtained your happiness and rest in peace. Thanks to my little sisters, Fenti and Hikmah who always cheer me up.
The next, big thanks to my beloved supervisor, Mrs. Noor Qomaria Agustina, S.Pd., M. Hum. who is always supporting, helping, and guiding me to finish this skripsi writing. I hope Alloh SWT always blesses you and your family. I also hope that Alloh SWT always grants your wish. Amin. I also give my thanks to
Gendroyono, S.Pd.,M.Pd. as my first examiner and Dr. Suryanto as my second examiner.
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then supporting me when I wrote this skripsi. Also, thanks to Kongkowers, Paddilah, Ana, Risna, Appril, Evita, Hap-hap, and Gais who always make me happy.
Kongkowers, we were already through the happiness, sadness and hilarity together.
I also give my thanks to Mr. Andi who is willing to give his student’s
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Table of Contents
Cover ... i
Approval Page ... ii
Statement of Work’s Originality ... iii
Acknowledgement ... iv
Table of Contents ... vi
List of Table ... viii
List of Figure... ix
Abstract ... 1
Chapter One ... 3
Introduction ... 3
Background of the Research ... 3
Statement of the Problem ... 6
Limitation of the Problem ... 7
Question of the Research ... 7
Purpose of the Research ... 7
Significance of the Research ... 8
Outline of the Research ... 9
Chapter Two ... 10
Literature Review ... 10
Error Analysis ... 10
The Definition of Preposition ... 16
The Type of Preposition ... 17
The Use of in, at, on ... 18
Software to Help the Data Analysis ... 24
Writing ... 24
Errors on the Use of in, at, on ... 25
vii
Chapter Three ... 29
Methodology ... 29
Research Design ... 29
Population and Sample ... 31
Data Collection Method ... 34
Data Analysis ... 35
Chapter Four ... 41
Findings and Discussion ... 41
Findings ... 41
The Identify and Classify of the Error ... 41
Discussion ... 58
Misinformations Errors on the Use of at, on, in ... 60
Additions Errors on the Use of in, at, on ... 62
Misorderings Errors on the Use of in, at, on ... 64
Chapter Five ... 66
Conclusion and Recomendation ... 66
Conclusion ... 66
Recomendation ... 68
References ... 70
Viii
List of Table
Table 1. A Surface Strategy Taxonomy ... 15
Table 2. The Use of at ... 21
Table 3. The Use of on ... 22
Table 4. The Use of in ... 23
Table 5. Error Identify of at for Place ... 42
Table 6. The Types of Errors on the Use of at for Place ... 44
Table 7. Error Identify of at for Time ... 45
Table 8. The Types of Errors on the Use of at for Time ... 47
Table 9. Error Identify of on for Place ... 48
Table 10. The Types of Errors on the Use of on for Place... 50
Table 11. Error Identify of on for Time ... 51
Table 12. The Types of Errors on the Use of on for Time ... 52
Table 13. Error Identify of in for Place ... 53
Table 14. The Types of Errors on the Use of in for Place ... 55
Table 15. Error Identify of in for Time ... 56
Table 16. The Types of Errors on the Use of in for Time ... 57
Table 17. Amount of Words... 58
Table 18. General Numbers of Errors on the Use of at, on, in ... 59
Table 19. Misinformations Errors ... 60
Table 20. The Sample of Misinformations Errors on the Use of at, on, in ... 61
Table 21. Additions Errors ... 63
Table 22. The Sample of Additions Errors on the Use of at, on, in ... 63
Table 23. Misorderings Errors ... 64
ix
List of Figure
Figure 1. Conceptual Framework ... 28
Figure 2. Transforming Word into Text ... 36
Figure 3. Display of AntConcordance ... 37
Figure 4. Opening File of AntConcordance ... 37
Figure 5. Writing Keyword ... 38
Figure 6. Appearance of AntConcordance ... 38
Figure 7. The Use of in ... 39
Figure 8. The Process of Analyze the Data ... 40
Figure 9. The Sample of Errors Sentences on the use of at for Place ... 43
Figure 10. The Sample of Errors Sentences on the use of at for Time ... 46
Figure 11. The Sample of Errors Sentences on the use of on for Place ... 49
Figure 12. The Sample of Errors Sentences on the use of on for Time ... 51
Figure 13. The Sample of Errors Sentences on the use of in for Place ... 54
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Abstract
Preposition is a word that comes before a noun or pronoun. Then preposition is commonly used in speaking and writing. However, there are a lot of problems in learning of preposition, so that is why the researcher interested to research about the preposition in student’s writing. The goal of this research was to investigate the type of errors that students of EED UMY batch 2015 made when using in, at, on in their writing. However, the researcher only focused to research about in, at, on that are used to address about a place and time. The data were collected from students of EED UMY batch 2015. Then there are 140 students writing that used as the data of this research. In this research, the researcher used error analysis as design of this research and used document analysis as data collections method. This research also used quantitative approach. Moreover, to help analyze the data, the researcher used Concordance and Weft QDA. There are four types of error those are omissions, additions, misinformations, and misorderings. However, the results of this study only showed that there were three types of errors when students of EED UMY batch 2015 used in, at, on in their writing. They were additions, misinformations, and
misorderings. From those errors, the type of errors that occurred mostly was misinformations, the second is additions, and the last is misorderings. From three prepositions in, at, on, the preposition that had most misinformations errors is on both address about a place (94%) and time (96%). Then, preposition that had most
prepositions that have misorderings errors were at for place (1%) and in for time (2%).
Chapter One Introduction Background of the Research
Students who learn English should learn and understand well about prepositions. It is because preposition is included in one of the important parts of speech of English language. If students learn English, they cannot avoid learning part of speech such as noun, pronoun, adjective, verb, interjection, conjunction or
preposition. In English, these parts of speech are always useful both in speaking or writing. If students make an error when they use one of part of speech, or they use one of part of speech incorrectly, it will impact the meaning of the sentence. Even, it can cause misunderstanding. Moreover, there are several problems in the learning of preposition. These problems are discussed below.
The other problem of preposition is, students were confused when they should use preposition whether in writing or speaking. Students were confused because there were a lot of prepositions that have different usage; moreover there is also one
preposition that can used in several usages. This case made students hard to understand well about preposition. Indeed, according to Delija and Koruti (2013),
“prepositions are very tricky for students and even for EFL teacher” (p.129).
According to Sawalmeh (2013), the great majority of the participants of his study showed confusion for the right use of preposition. For example “they have known each other since eight years.” Preposition used in that sentence is incorrect. That sentence should use for to replace since, so the correct sentence is “they have known each other for eight years”.
Students are confused when they should use preposition in writing. It is because usually some teachers only teach preposition orally (Khotaba, 2013). Because teacher teach preposition orally, students do not have the real illustration how to use preposition in writing and it makes students misuse preposition in writing. Besides, students also cannot differentiate between preposition and adverb particles. Khotaba (2013) found some teacher may teach preposition to their students orally, this make students shock when they practice writing and get confuse and misuse preposition with adverb particles.
preposition.The researcher is also one of students at EED UMY. Based on the researcher experience as a student, students were confused when using preposition. This was also felt by her friends. Students were sometimes confused to differentiate between preposition and conjunction. Students did not really understand well about how to use preposition when they want to explain the date, place, and time whether in speaking or writing. Students were also confused when they applied in, at, on in writing or speaking. Preposition is a simple part of English; for it some students take easy on preposition. Then, students did not realize that they make an error when they use preposition. For example, in this sentence: “We had dinner at a restaurant last
night”, students do not know that they use at to explain about place is correct or
incorrect. Beside that, there a lot of students who were confused to differentiate the usage of in, at, and on.
In the process of learning English whether in writing, reading, listening and speaking students often make a mistake. According to Edge in Harmer (2001), mistakes are divided in to three categories; namely slips, errors, and attempts. Slip is a mistake, which students can correct by themselves. Error is a mistake which student cannot correct. Attempt is when students try to say something but does not yet know the correct way of saying it.
in the field of applied linguistics” (p.18). Error analysis also has two benefit, they are the benefit for students and the benefit for teacher. From error analysis, students can know what kind of error that they made, so that in the next time are able to fix their error. For teachers, error analysis can help them to know how is their teaching ability is and what kind of error that their students have.
Writing is an activity to interpret our idea on the paper. According to Ridha
(2012), “Writing is a complex process which demands cognitive analysis and
linguistic synthetic” (p.22). In learning English, students often make errors. It is because they do not know what mistakes that they made. This is also occurred when students learn about preposition. Usually, students are confused when using
preposition whether in speaking or writing. Moreover, students do not know how to correct themselves. Those are the reasons why the researcher was interested to research about Error Analysis on the Use of In, At, On in the Writing of Students of English Education Department Universitas Muhammadiyah Yogyakarta Batch 2015. Statement of the Problem
English Education Department (EED) of Universitas Muhammadiyah
There were several issues that can be researched in Prepositions. The first is the influence of first language on the use of prepositions. The second is there are a lot of prepositions such as in, at, on, between, among, about, above, across, after,
against, according and the others that have several usage. The third is prepositions are always followed by noun or pronoun. Then the four, there are several prepositions such as in, at, on that can used to address about a place and time.
Limitation of the Problem
There are a lot of prepositions such as in, at, on, between, among, about, above, across, after, against, and the others. However, in this research the researcher will only research about in, at, and on. The reasons why the researcher only chose to research in, at, on are, the first, according to Khotaba (2013), most errors occurred when students using preposition were when students use in, at, and on. Thus, the researcher was curious if it also happened to students of EED UMY. The second reason why the researcher only chose to research about in, at, and on was because those prepositions were more frequently used than other prepositions.
Question of the Research
What are the type of errors made by the students of EED UMY batch 2015 when using in, at, on in their writing?
Purpose of the Research
Significance of the Research
This research have several benefits. Those benefits are for the students of EED UMY batch 2015. The second is for the lecturer of EED UMY. The third is for the researcher.
For the students. After knowing the types of errors made by students, it is beneficial for the students. From this research the students can know the errors that they made when they use in, at, on in their writing. So, in the future the students of EED UMY batch 2015 can evaluate themselves in the use of in, at, and on. Besides, students of EED UMY batch 2015 are student-teachers. Moreover, from this research the students can learn more about preposition and know the usually occurred error in using preposition in writing. Therefore, in the future they are be able to use and teach prepositions well to their students.
For the lecturers. The result of the research might be beneficial for the lecturers. The first, based on this research, the lecturers of EED UMY can know the ability of their students on using in, at, and on in the writing. Second, the lecturers of EED UMY also can evaluate their teaching, especially in teaching about preposition-whether their teaching good enough or yet, is it needs an improvement. Then, if the lecturers of EED UMY already know the problems, it is expected for the lecturer themselves to try to solve it.
For the writer. From this research the writer had a chance to find the
had fulfilled one of the requirements to graduate from EED of UMY. In the next, after the writer know the type of errors made by the students of EED UMY batch 2015 on the use of in, at, on in the writing, the writer can share to EED UMY lecturers. Therefore, the lecturer can try to find the solution for the students. The other benefit is, the writer can give a chance to the other researcher to research deeper about preposition or to more develop this research.
Outline of the Research
Chapter Two Literature Review
This chapter presents the definition of preposition, the type of preposition, characteristic of the use in, at, and on, error analysis, the definition of writing, element of the writing, and errors on the use of in, at, on. This chapter also explains about conceptual framework.
Error Analysis
Error and mistake. To make the clear definition of error analysis, the researcher presents the differences between error and mistake according to experts. Edge (1989) demonstrate:
“Mistakes are divided into three those are: slips, error, and attempts. Further
explanation, Edge explain that slips are mistakes which students can correct themselves once the mistake has been pointed out to them. Errors are mistakes which students cannot correct themselves and need more
incomplete knowledge of the students. Then, mistake is caused by students who lack attention, fatigue, carelessness, and the other aspect. Ellis (1994) also stated that errors occur because lack of knowledge and mistake occurs because the students fail to shows their competence.
Based on the explanation above, a mistake is a performance error that students can correct themselves, and an error is a performance error that students cannot correct themselves; they need explanation from the other. In this research, the researcher only researched about error. That was why the researcher chose error analysis in this research.
The classification of error. There are several classifications of error.
According to Richard and Schmidt (2002), error is classified into five, they are error based on the vocabulary (lexical error), pronunciation error (phonological error), grammar (syntactic error), meaning (interpretive error), and rules of speaking (pragmatic error).
Based on definition above, there are five error classifications; they are lexical error, phonological error, syntactic error, interpretive error, and pragmatic error. This research is research about prepositions in, at, on, then preposition is kind of part of speech. Then part of speech is included in grammar, so the error classification of this research is grammar error or syntactic error.
main sources of errors. They are Interlingual transfer and intralingual transfer. Interlingual transfer is a process of transferring language between source language to learners. In the other hand, intralingual transfer is an appearance of error that is related with native language (Brown, 2000).
The definition of interlingual transfer, according to Brown as cited in Rejeki (2012), “is a relation between the native language and the second language in which
both of them are interrelated” (p.8). According to Kavaliauskiene as quoted by Ridha
(2012), interlingualtransfer of error occurs because the learners do not have a lot of knowledge in the second language. According to Richard and Schmidt (2002),
interlingual transfer is errors that occur because of language transfer, which mean it is
caused by the learner’s native language.
The summary of definition above is, interlingual transfer is errors that occur because the learners do not have a lot of knowledge in the second language. In this case the error also has relation with the native language. There are native speakers who speak English and do not really pay attention to the grammar. So, if the learners do not know the knowledge of native language, the learner will directly follow the knowledge from the native speaker.
The other source of error is intralingual transfer. Intralingual transfer is error that occurs because there is a problem in the learners of target language it selves, and there is no relation with the native language. Besides that, intralingual transfers occur
as a product of learner’s effort to build concept and hypothesis about the target
Erdogan, 2005 as quoted in Ridha, 2012, p. 30). According to Brown as cited in Rejeki (2012), intralingual occurs because there are problems in the second language of learners itself. Then, according to Richard and Schmidt (2002), intralingual is
“error which results from faulty or partial learning of the target language, rather than
from language transfer” (p.267).
Based on the explanation above, intralingual is an error that is caused by the second language learner and, in this case, there is no relation between second
language learner and the native language. Therefore, error that occurs in intralingual is an error that is caused by the learner itself.
There are four circumstances of intralingual transfer. They are “over -generalization, ignorance of the rule restriction, incomplete application of rule and
false concepts hypothesized” (Richards, 1974 in Rejeki, 2012, p. 10). According to
Richard as cited in Rejeki (2012), over-generalization is a situation that occurs because the learners make errors that influence by the previous knowledge. For example, the rule of simple present tense is used to explain about simple past tense. Then, ignorance of the rules restriction is error that occurs because the learners ignore the restricted rule. Next, incomplete applications of rules are errors that occur because the learners do not use the complete rules. The last, false concept
applications of rules and false concept hypothesized. Those circumstances have no relations with the native. So it happens because the learners itself.
Types of errors. Brown stated that there are several types of errors. They are omission, addition, selection, and ordering (as cited in Rejeki, 2012, p. 6). Further explanation, Brown stated that omission is an error that occurs because there is an article vanishing in the sentence whether in speaking or writing. For example he was good boy, in this case an article should put before good boy. The second is addition errors, addition errors means put an aspect of language that is not needed in the sentence. Then selection error is an error that occurs when the learners select incorrect aspect of language. For example, he have four sister, in this sentence the learner has error selection in the use of auxiliary, it is because he should followed by has not have. Then, the last type of error is ordering errors. Ordering error occurs because the learner did incorrect command of part of speech in the sentence. For example, I to the store went, in this case the learner do not know how to structuring part of speech such as subject verb and object (as cited in Rejeki, 2012, p. 6).
classify the errors, it should use a surface strategy taxonomy. The surface strategy taxonomy of errors is drawn below. The categories and sample is from Dulay, Burt, and Krashen (as cited in Ellis, 1994, p. 56).
Table 1
A surface strategy taxonomy
Category Description Example
Omissions
Addition
Misinformation
Misorderings
The absence of an item that must appear in a well-formed utterance.
The presence of an item that must not appear in well-formed utterances.
The use of the wrong form of the morpheme or structure.
The incorrect placement of a morpheme or group of morphemes in an utterance.
She sleeping.
We didn’t went there.
The dog ated the chicken.
What daddy is doing?
types of error can perform in speaking and writing. However, according to systematicity, there are three types of errors. They are pre-systematic errors,
systematic errors, and post-systematic errors. Moreover this research chooses strategy taxonomy from Dulay, Burt, and Krashen (as cited in Ellis, 1994, p.56) as theory to classify the error.
Error analysis. Error analysis deals with a process. Fang and Xue-mei (2007) said, “Error analysis is associated with a rich and complex psycholinguistic view of the learner” (p.13). According to Ali in Ridha (2012), error analysis is “the
examination of those errors committed by students in both the spoken and written
medium” (p.26). Besides, error analysis is a process to observe, analyzed, classified
and reveal what is error that learner made (Brown, 2000). Richard and Schmidt (2002) explained that, error analysis is identifying process, whether identify the
strategies of learner in language learning, identify the causes of learner’s error, or
identify the common difficulties in language learning. Gass and Selinker (2001) stated that error analysis is linguistic analysis that focuses to analyze errors that the learners make. Elis (1994) stated, error analysis is a process of analyzing the learner’s errors. Beside, “An error analysis is help the learners to learn an L2” (Ellis, 1997, p.19).
that error analysis is suitable with this research. It is because this research analyzes the error on the use of in, at, on in the students writing.
The Definition of Preposition
Students who learn English language are really urged to know about
preposition. To know clearly about what is preposition, the researcher shows several concepts of definition of preposition based on several experts.
According to Klammer and Schulz (1992),”preposition is reliable signals that a noun is coming. Sanford (1979) found, “a preposition connects the noun or pronoun
that usually follows it to other words in a sentence” (p.54). Then, according to
Essberger (2009), preposition is a word that comes before another word, such as a noun, noun phrase, pronoun, and gerund.
Based on the expert’s explanation above, preposition is a word that is used before noun or pronoun. Preposition is also a signal that noun is coming. For
example, a person was trapped on the roof. In that sentence ‘on’ is a signal that noun
“roof” coming.
The Type of Preposition
Generally, there are two types of preposition. They are simple preposition (one-word preposition) and phrasal preposition (complex-preposition). The examples of simple preposition are in, at, on, after, to, before, about, above and the others. Then, the examples of phrasal preposition are according to, ahead of, along with, apart from and the others.
According to Sanford (1979), “a preposition always works with a following
noun, noun word group, or a pronoun to show its relationship to other words in the sentence. The relationships can be of time, place, manner, or kind” (p.54). According
to Essberger (2009), “There are many prepositions can be adverb” (p.5). Klegr
(1997), “in keeping with semantic roles of adverbials, the phrasal preposition can be
divided into six large groups, place, time, contingency, process, respect, and degree” (p.57). Another expert stated that there are several function of prepositions, for example, prepositions are used to explain about time and place. Moreover, according to Frank (1972), based on the function, prepositions are divided into three:
preposition of time, preposition of position or place, and preposition of direction. Therefore, the summary of explanation above is, there are several types of prepositions; those are preposition of place, time, manner and preposition of direction. However in this research, the researcher will only research about preposition of time and preposition of place. Then, the researcher only focus to research about preposition in, at, on as preposition of time and place.
According to Eastwood (1994), usually in, at, on express about position. Moreover, sometimes in and on can use to express the movement and sometimes the choice of preposition depends of the meaning. In general in, at, on are used to explain about position or place, but sometimes those preposition also can use to explain about movement.
At. Eastwood (1994) said, “at is one dimensional, we use it when we see
something as a point in a space” (p.291). For the instance: the car was waiting at the
lights. Besides that, at is used to explain about a smaller place or specific place (Eastwood, 1994). Boquist (2009) also has same statement that at is used to explain about an exact place or a specific place. According to Quirk, Greenbaum, Leech and Svartvik, (1973) at can be used to explain about building, for example: at school, at home. However, at refers to building in institutional or functional purpose. Moreover, at also used to address about the name of street and the number of the house. Besides that at also explains about the name of village, for example Bung Karno’s grave is at Blitar (Widarso & Mariani, 1994).
Preposition at cannot only explain about place but also can explain about time. According to Eastwood (1994), at is used to explain about a particular time or
o’clock time, or explain about holiday periods for two or three days (at the weekend,
at noon, at midnight). Murphy (1990) stated that at is used to explain about an event, for example at the party.
On. Here, the researcher explains abut preposition on that is used to explain about time and place. According to Eastwood (1994, p.291), on is two dimensional, we use it for a surface. For the example: there were lots of pictures on the walls. So, the position of the picture is on the surface of the wall. Arjan, Abdullah, and Roslim (2013) stated that on is one dimensional (when we see something as a surface). Then, on is used with an article and noun to show place. The next, on is used without an article before a noun to show fix expression, for example: you will find it on page 23. To describe the place, on is used with an article and followed by adjective before a noun; on is used with possessive adjective, for example: on her back. According to Riyanto (2010), on means of travelling, for example: on foot, on a ship, on the bus, on my way home, on a journey, an exception: in the car, and in the direction of for example: on the left, on the right.
For showing the time, on is used to explain about the single day or which day, for example: on Tuesday, on Friday. Then, on can also mean immediately after, for example: on his arrival the president held a press conference. Another expert said that on is used before days of the week and dates, for example: on July 4th
(Praninskas, 1959).
In. There are several uses of preposition in. According to Eastwood (1994),
“in is three dimensional. We use in when we see something as all around” (p.291).
explain that, for place in is used to explain about country or town. For example: in Yogyakarta. According to Arjan, Abdullah and Roslim (2013), there are several uses of in. First, in is three dimensional (when we see everything at once), then in explain about something an enclosed area, for example: in the field. To show a place in is used with an article and noun (in +article + noun). However, in a fix or special expression in is used without an article and only in plus noun to show place, for example in prison. Then, in is used with an article and followed by adjective before the noun to explain about place. For the example: in the big country. The last, in is used with possessive adjective, for example in my house. According to Kardimin (2006), in is used to explain about general place. Then, in explains about the building as three dimensional, for example: in the school (inside the building).
For indicating a time, in is used to explain about time with longer periods and part of the day: in the morning, in the evening, and the others an exception at night (Eastwood, 1994). For example: in the next view days, in the morning. Another expert said that in is used to explain about months, year, seasons and special expression (Praninkas, 1959). The example of special expression is: in prison. Another expert stated that for time, in is used to explain about month and year. Besides that, in also explains about something inside (Murphy, 1990). For example: there is cockroach in the box, it mean the cockroach inside of the box.
Table 2
The use of at
Place
1. It is one dimensional. It is used when we see something as a point in a space. For the instance: the car was waiting at the lights.
2. It is used to explain about specific place.
3. At explains about building for institutional or functional purpose. for example: at school, at home.
4. At explains about the name of street and the number. 5. At can be used to explain about the name of village.
Time
1. It is used before the time of the day or specific time such as a clock. Example: at 5:15.
2. It is used to explain special expression or midday and night, example: at noon, at night.
3. It is used to explain about holiday periods two or three days. Example: at thanks giving, at the weekend, at Christmas.
4. At is used to explain about an event, for example at the party.
Table 3
The use of on
Place
3. It is used with a noun without article to show place in some fixed expression. Example: you will find it on page 23.
4. It is used with an article followed by an adjective or adjective before the noun to explain the place. Example: he stands on a wooden chair. 5. On is used with possessive adjective. Example: on her back.
6. On is used to explain about the direction of, for example: on the left, on the right.
7. On means of travelling, for example: on the bus, on foot, on a ship, on my way, an exception: in the car.
8. On is also used to explain bout the edge, for example: on the river, on the border.
Time
1. It is used to explain the single day or which day. Example: on Friday, on Saturday.
2. It is also mean immediately after. Example: on his arrival the president held a press conference.
3. It is used before dates or specific date of the month. Example: on July 4th.
Table 4
The use of in
Place
1. It is three dimensional; it is used to explain about something all around. 2. It is used to explain about country, town or any place, which has
3. In means inside only.
4. In is used without an article to show place in fixed expression (in bed, in prison, in hospital).
5. It is used with an article, a, an, the and a noun to show place.
6. It is used with an article followed by adjective, adjective before the noun to describe the place.
7. In describes about general place.
8. In is used with possesive adjective (in + possesive adjective).
9. In can be used to explain about the name of street without the number, for example: you will find lots of Batik on Malioboro Street.
Time
1. It is to explain about time with longer period, year, and seasons. For example: in the next days, in 1992, in autumn.
2. To explain about part of the day or special expression. Example: in the morning, and the other, an exception night (at night).
Software to Help the Data Analysis
“concordance is a computer software which will analyze texts in number of ways,
including producing keyword lists and word frequencies, identifying main ideas,
analyzing patterns of word use, and comparing vocabulary between texts” (p.369).
Based on the explanation above, concordance is software related with
linguistic. It is because concordance is able to analyzing text, identifying main idea of the text, analyzing pattern of word use and comparing vocabulary between texts.
After analyzing the data with concordance, the researcher used another software to help analyze the data. That was Weft QDA. According to Fenton (2006), Weft QDA is software to help researcher to analyze a textual data. Those samples of textual data are interview transcripts, documents, and field note.
Based on the explanation above, Weft QDA is a software to ease analyzes the data. The data that were analyzed with Weft QDA were interview transcript,
document, and field note. Writing
Writing is an outward expression of what is going on in the writer’s mind (Hussain, Hanif, Asif, and Rehman, 2013). Furthermore, according to Hussain et al
(2013), “writing is the visual medium through which graphical and grammatical
system of a language is manifested” (p.832). Another explanation, writing is a
“complex process which demands cognitive analysis and linguistic synthesis” (Ridha,
explanations, writing is an activity to release an idea of the writer’s into a sheet of paper or other. Then, generally, the kinds of writing are: exposition, description, narration, and persuasion.
In summary, writing is an outward process of what is going on in the writer’s
mind. Besides that, writing is an activity to release the writer’s idea on piece of paper
or other media. Writing is really suitable with this research; it is because writing is suitable with error analysis. Like the previous explanation, error analysis is a process
to analyze, observe, classify, and categories the learner’s error in the learning
language whether in speaking or writing. Errors on the Use of in, at, on
There are several errors on the use of in, at, on. According to Asma (2009), students often misuse when they use in, at, on. Khotaba (2013) stated that the
common error on the use of in, at, on is that the students often substitute in by on, on by at. Further explanation, Khotaba (2013) said that most of error occurred when students are using preposition is when they use preposition in, at, on. Krulj,
Prodanovic, and Trobojevic (2011) stated that “preposition in and at in both temporal and spatial meanings were the most frequent prepositions in the group of confused
words” (p.238).
In conclusion, the most common errors that occur when students use
Conceptual Framework
Preposition is a word that comes before another word. Another explanation, preposition is also explained as a reliable signal when a noun is coming. However, prepositions are very tricky whether for students or teacher. Besides that, preposition become one of part of speech that hard to master by students and because of that the students often make errors when they use preposition; no exception when they use in, at, and on. Students often misuse when they use in, at, and on whether in writing or speaking. For example, students substitute preposition in with preposition on, in a sentence that should use preposition in.
Figure 1
Conceptual framework
At In On
Corpus Data
Error Analysis
Identify
Classify
Quantify
Based on the Use of in, at, on
Based on the Types of Errors
Count up the numbers of
Errors
Prepositions
Place/Time
Place/Time
Chapter Three Methodology
This chapter presents about the methodology of this research. This chapter consists of four parts: research design, population and sample, data collection method and data analysis. In the research design, the researcher explains about the design of the research. It is followed by some reasons why the researcher chooses the design. Then, in part of population and sample, the researcher discussed about population and the number of sample that chooses by the researcher. It also shows the sampling technique used for this research. In the data collection method, the researcher reports the ways to collect data of this research. The next, in data analysis, the researcher explains about analysis data of this research.
Research Design
Approach. This research took a basis on quantitative approach. The definition of quantitative is a research that identifies a research problem based on trends in the field or on the need to explain why something occurs (Creswell, 2012). Besides that, Creswell (2012) also stated that some quantitative research problems require one variable affects to another. Based on Creswell (2012) “Variables is a characteristic or attribute of an individual or organization that researcher can measure or observe and
varies among individuals or organization studied” (p.112). Quantitative approach is
error that occurs when students use in, at, on. This research dealt with numbers so, quantitative approach was really appropriate for this research.
Design. To be more specific, this research took error analysis as the design of this research. According to Brown (2000), error analysis is a process of observe, analyze, and classify student’s error. Others definition, Corder (1981) stated, “Error analysis is part of methodology of investigating the language learning process” (p.45). In this research, the researcher used error analysis because the researcher studied about errors that the students made when they use in, at, and on in writings. Then, from error analysis the teacher could know what errors that their students made when using in, at, and on in the writing.
There are several steps that should be followed to conduct error analysis. According to Gass and Selinker (2001), there are six steps that should be followed to conduct error analysis. Those are collect the data, identify errors, classify errors, quantify errors, analysis of source, and remediation. To make it clear, the definition of those steps explains below.
1. Collect the data: collect the data that will be analyze, the data can be written data or oral data.
2. Identify errors: analyze what is the error, for example incorrect verb form. 3. Classify errors: is it an error of agreement? Is it an error in irregular
verbs?
4. Quantify errors: how many errors that occur. 5. Analysis of source
In this research, the researcher only followed the step 1 up to 4. It was because this research did not need to follow the steps number five and number six. Step
number five is analysis of source. Moreover, the source of this research was clear from where they come and to whom they are belong. Then, step number six is remediation. The researcher did not give a remediation in this research because this research only wanted to research the types of errors made by the students of EED UMY batch 2015 when using in, at, on in their writing.
Then, the research was conducted. The first step to conducted this research was collect the data. The researcher collected the data from students of EED UMY batch 2015; and the data were written data. The second was identifying the errors. In this research, the researcher researched the errors on the use of in, at, on in the writing. Then, the researcher identify the errors based on the use of in, at, on in the chapter two. The third is classify errors, the researcher classify the errors into type of errors such as omissions, additions and the others. Then, the last is quantify the errors. The researcher count how much is the error that include in omission, addition and the others.
Population and Sample
about the error that they made when using preposition in their writing. The reason why the researcher chose to analyze students’ error on the use of in, at, and on in writing instead of speaking was because writing made the researcher become easier to observe the data. Besides that, writing is also suitable with the data analysis of this research. This research used document analysis so that the writing was more appropriate to be selected than speaking.
The second reason why the researcher chose students of EED UMY at batch 2015 was because the researcher was curious that the students of EED UMY batch 2015 make a lot of error when they use preposition in their writing. The third reason why the researcher chose students of EED UMY batch 2015 was because the students at batch 2015 of EED UMY are fresh students who learn English for one semester. However, the researcher was sure that students at batch 2015 of EED UMY had already learn about grammars such as how to make a good sentence and how to use part of speech (conjunction, adjective, verb, noun, pronoun, adverb, interjection, and preposition).
how to use preposition especially in, at, on and then, when they become teacher they can teach their student well.
There were 162 students EED of UMY from the whole batch 2015 from A class into D class. Nevertheless, the population of this research was the students’ tasks, not the people. Then, the populations of this research was all of Academic Reading and Writing tasks. Academic Reading and Writing subject had three times assignments. Then, there were 486 tasks of Academic Reading and Writing subject as population of this research, it was from 162 to multiply 3 and the result is 486.
The reason why the researcher chose Academic Reading and Writing tasks as the population was because the researcher studied about error on the use of in, at, and on in the students’ writing. Therefore, it was very suitable for the researcher to choose Academic Reading and Writing tasks as the population. Besides that, the researcher made sure that in the Academic Reading and Writing subject, the students did learn how to make good writing such as how to make a correct sentence, and how to make a good paragraph. Then, if the researcher analyzed students’ writing task of Academic Reading and Writing subject, it was more appropriate for this research.
because from 162 of entire students at batch 2015, some students had resigned and some students did not submit the assignments. The researcher chose only one of the final writing assignments of Academic Reading and Writing subject because the assignment made the data more objective as it is the final task that to do it the
students need to pass through long process of learning. Therefore, it showed the truest students’ batch 2015 of EED UMY ability on the use of in, at, on in their writing. Besides that, if the researcher chose to take one of final writing task of Academic Reading and Writing, the data were assumed more accurate.
Sampling. In this research, the researcher used purposive sampling. It means the researcher got the sample based on the suggestion of the lecturer of Academic Reading and Writing subject. The reasons why the researcher used purposive sampling was because the samples used in purposive sampling were based on the suggestion of the lecturer of Academic Reading and Writing. Therefore, the
researcher was sure that the lecturer of Academic Reading and writing subject had his own characteristics and consideration to give his students writing task as the sample of this research. Beside that, why the researcher used purposive sampling in this research was because when the researcher used purposive sampling, which the sample is obtained based on the suggestion of the lecturer of Academic Reading and Writing, the data were more objective.
Data Collection Method
document analysis. The researcher collected the students writing task of Academic Reading and Writing subject. The researcher got the students writing of Academic Reading and Writing subject with the lecturer permission.
Before the researcher analyzed the document, the researcher checked the validity of the document. Therefore, the researcher conducted member checking. The first, the researcher retyped the document. Then the researcher gave back the retype document and the original document to the students EED of UMY batch 2015. After that, the researcher asked the students of EED of UMY at batch 2015 to check whether the document belong to them or not, and also the document were valid or not.
According to Creswell (2012), “there are several steps of collecting the document. Those steps are the first, identifying the type of document that can provide useful information to answer the research questions. The second, considering either public or private document. The third, once the documents are located, seek
permission to use them. The next step, providing specific instructions about the procedure when asking participant to keep a journal. Then, examining the documents for accuracy, completeness, and usefulness in answering the research question on the permission to use the documents are obtained. The last step is recording the
information from the document” (p.223).
Data Analysis
researcher used Ant Concordance as a tool to help analyze the text of the students writing. The first step of data analysis was to change the hard file document into soft file document. After that, the researcher changed the format MS Word into plain text. Then, the researcher inputted the plain text into Ant Concordance. The next step was to analyze the students errors on the use in, at, on. After that, the researcher identified the errors made by students based on the use of in, at, on that already attached on chapter two. The next, the researcher categorized the error into type of errors such as omission, addition and the others. Then the final step was describing the result.
Below are the steps how the researcher analyze the data using Ant-Concordance.
The first is change the format data of Ms-Word into plain text.
Figure 2 Transforming word into text
Figure 3 Display of AntCorcordance
From menu file the researcher chose open file(s) then the researcher searched the folder data then, the researcher choose the data that will be analyze then klik open.
Figure 4
Opening file for AntCorcondance
Then, the researcher wrote the keyword or a word that will be analyzed in the column of Advance like the picture below.
Figure 5 Writing keyword
Figure 6
Appearance of AntCorcondanc
Figure 7 The Use of in
After doing those steps above or inputting the data to AntConcordance, the researcher got the data that show the sentences that use in, at, on. Then, the researcher classify the sentences that use in, at, on into place and time. To classify the sentences, the researcher use Weft QDA as a tool. Weft QDA is a tool that helps to do coding or categories the data. After the researcher got the list of sentences that use in, at, on in place and time, the researcher did the next categories, it is to
Figure 8
The process of analyze the data
111 1.Change Hard File into Soft File
2.Change the Soft File into Plain Text
3.Input Plain Text into Concordance
4.List of Sentences that use of at, on, in 5.As Pain Text
Input to Weft QDA 6.List of Errors
Sentences on the use of at, on, in
7.Divided the Errors of at, on,
in into Place / Time
8.Identify the Errors Based on the Use of at, on,
in
9.Classify the Errors based on
the Types of Errors
10.Quantify the Errors on the Use
of at, on, in 11.Describe the
Chapter Four Findings and Discussion
This section presents the findings of this research. This section gives the
answer of one research question of this research. The research question is “What are
the type of errors made by the students of EED UMY batch 2015 when using in, at, on in their writing?” The discussion of the findings is also present in this chapter. Findings
In this section, the researcher presents how to get the data to answer the research question. Therefore, this section discusses about general finding, identify errors and classify errors. Identify errors and classify errors are part of steps to conduct error analysis. Moreover, through those two steps, the researcher got the answer of research question. The research question of this research is what are the type of errors made by the students of EED UMY batch 2015 when using in, at, on in their writing?
The Identify and Classify of the Error
the researcher identified those errors into other identification. Other categories meant an error that occur beyond the use of in, at, on in chapter two.
At for place. The first is preposition at for place. Based on table1 in chapter two, there are five types of the use preposition at to explain about place. The figure below is the samples of errors on the use at for place.
No
Table 5
Errors Identify of at for Place
The Use of at for Place
Amount of Errors
% Amount of Errors
1 At is one dimensional 23 44%
2 At is used to explain about specific place 15 28%%
3
At explains about building for institutional of functional purpose
1 1%
4
At explains about the name of the street and the number.
5
At can use to explain about the name of village
Total errors of at for Place 52
Figure 9
The sample of errors sentences on the use of at for place
From the table above, the most common errors that were occurred were when students of EED UMY batch 2015 used preposition at to explain about one
use of at for one dimensional is after breakfast we swim at the beach. In that
sentence, the use of preposition at was incorrect. Based on the sentence, swim means in water, and so it is three dimensional. Then, the correct preposition that should be used in that sentence is in.
The table also shows that, the minimum error when students of EED UMY batch 2015 when using preposition in, at, on in their writing was when the students of EED UMY batch 2015 used at to explain about building for institutional of functional purpose. The sample of error of the use at to explains about building of institutional purpose was my friend and I ashar prayed together at mosque. Preposition at should replace by in; it was because the meaning of that sentence was not institutional but three dimensional. The table above shows that students of EED UMY batch 2015 had no confusion on the use preposition at to explain about the name of the street and at to explain about the name of village.
After identify the errors, the researcher classified and quantified the errors. The table below presents the classification and quantity of the errors of the use preposition at for place.
No Table 6
The types of errors on the use of at for place
The Type of error Amount of error
1 Omissions - -
2 Additions 3 5%
3 Misinformations 48 92%
4 Misorderings 1 1%
Total errors of at for place 52
Based on the type of error, the most errors occurred when student of EED UMY batch 2015 used preposition at for place was misinformation. The example of error sentence that was included in misinformation was ARTOS is the biggest mall at my hometown. Hometown is too general; so, the suitable preposition that should be used is in. Based on table above, students of EED UMY did not have error that is included in omissions. The data also shows that students of EED UMY batch 2015 had much confusion when they wanted to use at to explain about place. Besides, this case also showed that students of EED UMY batch 2015 often mistaken use
preposition at in sentence that should use another preposition.
At for time. The researcher also classified the types of errors that were made by students of EED UMY when using preposition at to explain about time.
Errors identify of at for Time
The Use of at Time Amount of
Errors
% Amount of Errors
1
At used before the time of the day such as a clock
8 42%
2
At is used to explain special expression or midday, ex: at noon
2 10%
3 At is explain about holiday periods 2 10%
4
At is used to explain about an event, ex: at party
Other identification 7 36%
Total errors of at for time 19
Figure 10
Students of EED UMY batch 2015 in using preposition at to explain about time showed that they had much confusion when they used preposition at to explain
about o’clock. In this point, there were 42% occurrences of the total number of errors.
The next, the table below shows the classify errors of the use of at for time based on the type of error.
No Table 8
The types of errors on the use of at for time
The type of error Amount of errors % Amount of errors
1 Omissions - -
2 Additions 7 36%
3 Misinforamations 12 63%
4 Misorderings - -
Total errors of at for time 19
sentence that should use preposition in. This case shows that students of EED UMY batch 2015 had confusion on the use of at for time.
On for place. Like the other prepositions, to identify the errors of the use on for place that made by students of EED UMY batch 2015, the researcher classify the errors based on the use of on for place in chapter two.
No
Table 9
Error Identify of on for Place
The use of on Place
Amount of Errors
% Amount of Errors
1 On is two dimensional 17 89%
2
On is used with article and a noun to show place
1 5%
3
On is used with a noun without article to show place in some fixed expression
4
5 On is used with possessive adjective
6
On is used to explain about the direction of ex: on the left
7 On means travelling, ex: on the bus, on foot
8
On is used to explain about the edge ex: on the river
Other identification 1 5%
Total errors on the use of on for place 19
Figure 11
From eight types of the use preposition on for place, the most errors occurred when students of EED UMY batch 2015 used preposition on to explain place that it actually is on to explain about two dimensional thing. It was 89% of total errors number. The sample of error sentence on the use of on to explain about two
No Table 10
The types of errors on the use of on for place
The type of error Amount of errors % Amount of errors
1 Omissions - -
2 Additions 1 5%
3 Misinforamations 18 94%
4 Misorderings - -
Total errors of at for time 19
Based on the types of error, the most error that was often occurred was misinformation. For the example, after that my parents stay on my brother’s house. However, if that sentence used preposition on, the meaning becomes my parents stay above the house, that is why the used of preposition on in that sentence is incorrect. Therefore, that sentence should use in instead of on. This case shows that students of EED UMY often misuse on the use of in, at, on in their writing.
No
Table 11
Error Identify of on for Time
The use of on for Time
Amount of Errors
% Amount of Errors
1
On is used to explain the single day or which day
14 53%
2 On is also mean immediately after
3
On is used before dates or specific date of the month
11 42%
Others identification 1 3%
Total errors of on place 26
Figure 12
From those types of the use preposition on to explain about time, the most error that was occur was when students of EED UMY batch 2015 used preposition on to explain about a single day or which day. It was 53% of the total errors. The sample of error sentence is: on this week Trias mom’s came to visit her. That sentence should use preposition in instead of on, it is because on is used to explain about a single day or which day.
No Table 12
The types of errors on the use of on for time
1 Omissions - -
2 Additions 1 3%
3 Misinforamation 25 96%
4 Misorderings - -
Total errors of at for time 26
This was like another preposition before, the most common error occured was misinformations. From 26 total of errors, there were 96% of misinformations errors. The sample of misinformation error was: on this week Tiras mom came to visit her. In that sentence, students of EED UMY batch 2015 misuse preposition on in sentence that should use preposition in.
In for Place. This is the identification of errors when students of EED UMY batch 2015 used preposition in to explain about place.
No Table 13
Error Identify of in for Place
The Use of on Place
Amount of Errors
% Amount of Errors
2 In is used to explain about country, town, or any place which has boundaries area or is enclosed
5 2%
3 In means inside only 20 11%
4 In is used with an article and a noun to show place
57 33%
5 In is used with an article followed by adjective, or adjective before a noun to describe the place
6 In describes about general place 66 39%
7 In is used with possessive adjective 1 0,59%
8 In is used without an article to show place in some fixed expression
2 1,19%
9 In can use to explain about the name of street without the number
2 1,19%
Other identification 11 6%
Total errors of in place 168
Figure 13
The sample of errors sentences on the use of in for place
No Table 14
The types of errors on the use of in for place
The type of error Amount of errors % Amount of errors
1 Omissions - -
2 Additions 15 8%
3 Misinforamation 153 91%
4 Misorderings - -
Total errors of at for time 168
Based on the table above, misinformation was the most common errors when students of EED UMY used preposition in to explain for certain place. It shows that students of EED UMY batch 2015 had confusion when using preposition in to
In for time. Here are the errors identifications of in for time.
No Table 15
Error identification of in for time
The Use of in for Time
Amount of Errors
% Amount of Errors
1 In is to explain about time with longer period, year, and seasons
24 57%
2 In is used to explain about part of the day or special expression
13 30%
Other identification 5 11%
Total errors of in for time 42
The sample of errors in sentences on the use of ‘in’ for time
Students of EED UMY batch 2015 often made errors when using preposition in to explain about time with longer period, year, and seasons. From 42 total errors, students of EED UMY batch 2015 made 57% errors in that point. The sample of error sentence is: because my boardinghouse was close in 10.pm so we must hunt for hotel. In that sentence, preposition in does not explain about time with longer period, year or seasons, yet it explains about time. Therefore, the use preposition in in that sentence is incorrect.
No Table 16
The type of error Amount of errors % Amount of errors
1 Omissions - -
2 Additions 2 4%
3 Misinforamation 39 92%
4 Misorderings 1 2%
Total errors of in for time 42
In this case, all of students of EED UMY batch 2015 made errors in every type of error. Moreover, the most error that occurred was misinformation. The sample of misinformation error is: many guest came in the wedding event. That sentence should use preposition to instead of preposition in. This shows that students of EED UMY also had confusion on the use of in to explain about time in their writing.
To make clear the analysis of the findings, the researcher explains in detail in the discussion below.
Discussion
Table 17 Amount of Words
All of words 35.375
Total at, on, in that is used in the corpus
At 372
On 197
In 828
Based on the table 4 above, there were 35.375 total of words that researcher analyzed. The table shows that the most preposition that were used among three preposition (at, on, in) is preposition in, the second is at and the last is on.
No Table 18
The use of
Total sentence that use at,
on, in
Frequency of sentence
that use at, on, in
Correct Errors % of Correctness
% of Errors
1 At Place
372
118 66 52 55% 44%
2 At
Time 230 211 19 91% 8%
3 On
Place
197
71 52 19 73% 26%
4 On
Time 105 79 26 75% 24%
5 In Place
828
583 415 168 71% 28%
6 In
Time 128 86 42 67% 32%
Total sentences that used
at, on, in 1397 909 326 65% 23%
was preposition in which referred to place; there was 583 sentences from the total number. The data showed that the most errors occurred when students of EED UMY batch 2015 used preposition in, at, on in the writing was when students used
preposition at to explain about place; it was 44% of the total number. Then, the minimum error that occurred was when student used preposition at to explain about time. It was only 8% errors of the total number.
After conducting every step of error analysis such as identifying errors, classifying error, and quantifying error, the researcher gave further explanation about errors that students of EED UMY batch 2015 made on the use of in, at, and on in their writing. In this discussion, the researcher explains the types of errors that
students of EED UMY batch 2015 made from the type of error that had most of errors to the type of error that had minimum errors. When students of EED UMY batch 2015 used preposition in, at and in their writing, the most error that occurred is misinformation, the second is addition, the third is omission and the last is misorderings.
Misinformations errors on the use of in, at, on. Table 19 below shows total and precentages of misinformation errors found in this research.
Table 19
Misinformations errors
At for place 52 48 92%
At for time 19 12 63%
On for place 19 18 94%
On for time 26 25 96%
In for place 168 153 91%
In for time 42 39 92%
Based on the table above, preposition that had a lot of misinformations errors was preposition on that explain about time. From 26 of total errors, there were 25 misinformations errors or 96%. The second is on that explain about place (94%). This case shows that students of EED UMY batch 2015 had a lot of confusion on the use of on whether to explain about place or time. Here are the samples of misinformations errors when students of EED UMY batch 2015 used prepositions in, at, and on in their writing.
No Table 20
The sample of misinformations errors on the use of at, on, in
1 But, two my friends still slept at my bedroom
But, two my friends still slept in my bedroom
2 Last week at Saturday in my
boardinghouse I’m feel happy
Last week on Saturday in my
boardinghouse I’m feel happy
3 In the evening after we eat together on middle of the house
In the evening after we eat together in the middle of the house
4 I was start from Jogjakarta on 20.00 a clock
I was start from Jogjakarta at 20.00 a clock.
5 I planned to go in Malioboro or Mandala Krida
I planned to go to Malioboro or Mandala Krida.
6 Finally, I met she in 2 pm after take a walk
Finally, I met she at 2 pm after take a walk.
Malioboro or Mandala Krida. In that sentence, preposition to was substituted by in. From four types of error, those three prepositions ‘in, at, on’ had most errors of misinformations. This is an evidence that the findings of this research in line with theory by Asma (2009) that stat