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E Educaiton Study Program (ELESP )student sare prepared
r e h c a e t e m o c e b o t d e t c e p x e d n
a s .A sEngilsh teachers ,they should maste rEngilsh
s t n e d u t s r i e h t o t h s il g n E t u o b a e g d e l w o n k r i e h t r e v il e d l li w y e h t n o r e t a l e s u a c e
b . sA
n i d e t a t
s PanduanAkademik (2011), ELESP students shouldhave good pro ifciency
h s il g n E p o l e v e d d n a e g a n a m , n g i s e d o t e l b a e b d l u o h s y e h t e s u a c e b h s il g n E n i
m a r g o r p g n i n r a e
l (para. )2
h s il g n E f o e n o s i r a m m a r
G languageelements whichi simpo trantt o bel earn t
n
i learning Engilsh .ELESP students should have good gramma rpro ifciency to
h s il g n E n e tt ir w d o o g e c u d o r
p because late ron they wli lteach thei rstudents . Fo r
, e c n a t s n
i ELESP student sshould be able to apply the use o fgramma rcorreclty to
d o o g a e v a
h Engilsh W iritng .Theresearche rw as interestedt o conduc tar esearch on
e s a r h p l a n o it i s o p e r
p error because preposiitona l phrase i s one o fthe gramma r
s t n e m e l
e which i s o tfen considered by some students (based on researcher’ s
) e c n ri r e p x
e a ssimple thing. Anothe rfacto rwhy the researche rchose preposiitona l
r e h c r a e s e r e h t s i d e h c r a e s e r e b o t e s a r h
s r o r r
e abou tpreposiitona lphrase i n researcher’ swork in seventh semester which i s
w o n k o t e t a l o o
t preposiitona lphrase error. The researche rthought that i twould be
r o r r e r i e h t w o n k o t P S E L E n i s t n e d u t s r o f r e tt e
b s abou tpreposiitona lphrase i n the
r e t s e m e s r e il r a
e s in orde rto avoid the erro rthey made in future .Based on Sanata
t u o b a h c r a e s e r t s a l( e s a b a t a d s ’ y r a r b il a m r a h
D this t opic was i n 1991) t he research
’ s t n e d u t s y fi t n e d i o t r e d r o n i t n a c if i n g i s s i ti h g u o h t d e h c r a e s e r y l e r a r s i c i p o t s i h t n o
. y r e t s a m g n it ir w d n a r a m m a r
g According to Elil s(2003) ,“…error sare the lfawed
. p ( ” g n it ir w r o h c e e p s r e n r a e l f o e d i
s 138) .Erro ri sa kind o ffaliure in learning
t u b , s s e c o r
p a sctied i n Elil sand Barkhuizen ,Corde r(1967 )also considers erro ra s
n i l u f p l e
h awayo fshowing t het eache rwhat l earner shave l earn tand t hey have no t
t u o b a h c r a e s e r r o f e c n e d i v e g n i d i v o r p , d e r e t s a m t e
y how l anguage sare l earned ,and
g n i n i a t b o r o e g a u g n a l t e g r a t e h t f o s e l u r e h t r e v o c s i d n a c s r e n r a e l r o f e c i v e d g n it c a
. a r a p ( r o r r e r i e h t n o k c a b d e e
f 51) .
cAc ording to Larsen-Freeman (1999) ,Engilsh prepositona lphrase shave
s g n i n a e m s u o ir a
v . Asingleprepositoncanbeusedt oclarfiyi nformaitonabouts pace ,
d i( r e h t o r o e e r g e d , e m
it iomaitc usages)( para .409) . Larsen-Freeman also meniton s
p t a h
t reposiitona lphraseerrori sconsidereda scommonerrori nw irttenEngilsh .
n
I the second semeste r in ELESP , student s learnt w iritng in term s o f
. h p a r g a r a
p In the same semeste rthey also learnt gramma rin Srtucture I Iclass .
n
.
1 Wha tare preposiitona lerror smade by students i n Paragraph W iritng clas s
? P S E L E f o
.
2 Wha tare factors t ha tcause students i n Paragraph W iritng clas so fELESP
a
m det hosepreposiitonalerrors?
.
C ProblemLimtia iton
s i h
T research deal swtih preposiitona lerrors made by ELESP student sin
ir W h p a r g a r a
P itng class .The preposiitona lphrase includes adjecitve phrase and
e s a r h p b r e v d
a .Thi sresearch wli lonly ifnd and desc irbe preposiitona lphrase error s
P . s s a l c g n it ir W h p a r g a r a P n i t s e t s s e r g o r p n i d n u o
f reposiitona lphrase erro ri s
e s u a c e b n e s o h
c ti i smosltyusedi ndesc irbingaplace .
h p a r g a r a
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e r a s t n e d u t s s r e t s e m e s y lr a e e h t n I . r e t s e m e
s considered to star tlearning gramma r
p
( reposiitona lphrase) .ParagraphW iritngclassi sonetheclassi nwhichs tudent scan
r a m m a r g r i e h t y l p p
a pro ifciency.
n e e w t e b e t a it n e r e f fi d t o n s e o d h c r a e s e r s i h
T errors from mistake . Thi s
n e e w t e b e t a it n e r e f fi d o t n o it c a r e h tr u f e k a m t o n d l u o w h c r a e s e
r errors mfro mistake .
t c e r r o c n i y r e v
E preposiitona lphraseis considereda serrorint hi scase.
.
D ResearchObjec itves
i h T . n o it a l u m r o f m e l b o r p n i n o it s e u q e h t r e w s n a o t d e t c u d n o c s i h c r a e s e r s i h
T s
.
1 prepostiona lphrase error smade by student sin Paragraph W iritng clas so f
P E S L E
.
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p e s o h
t reposiitonalerror
.
E ResearchBeneftis
s e r s i h
T earchi sexpectedt oprovidebeneftist ot hef ollowing .
P S E L E .
1 Students
s t n e d u t s P S E L E s t c e p x e r e h c r a e s e r e h
T toi dentfiyandanalyzet heerrorst hey
r i e h t e v o r p m i n a c s t n e d u t s e h t , n o r e t a L . m e h t g n i y lr e d n u s r o t c a f d n a e d a m e v a h
y e h t s r o r r e l a c i p y t y n a d i o v a n a c y e h t d n a d e t n e s e r p t l u s e r e h t n o d e s a b g n i n r a e l
. e d a
m A tfe rknowing such errors ,student smay improve thei rw iritng ablitii es by
e b o t d e ri u q e r s i n o it c e f r e p f o d n i k s i h T . s e l u r l a c it a m m a r g g n i w o ll o
f a professiona l
. r e h c a e t h s il g n E
.
2 Lecturero fParagraphWri itngCourse
e h t s p l e h h c r a e s e r s i h t f o t l u s e r e h
T teache rto indicate the dfiifcutly in
h s il g n E g n i n r a e
l . I talso assists thestudent swtihl ow w iritngpro ifciencyand cetrain
. l a ir e t a m t l u c if fi d
s r e h c r a e s e R r e h t O . 3
e s o h t r o f l u f e s u e b l li w h c r a e s e r s i h t f o t l u s e r e h t t a h t s t c e p x e r e h c r a e s e r e h T
o h
s a e s u e b n a c t l u s e r h c r a e s e
r a compairson to see preposiitona lphrase erro ron the
. h c r a e s e r r a li m i s
.
F De ifni itono fTerm s .
1 Error
E “ , ) 3 0 0 2 ( s il l E o t g n i d r o c c
A r sror i re lfecti ng gap sin learner’ sknowledge ;
o y e h
t ccu rbecause t he l earne rdoe snot know what i scorrect .Mistake i s re lfecti ng
m r o f r e p o t e l b a n u s i r e n r a e l e h t e s u a c e b r u c c o y e h t ; e c n a m r o f r e p n i s e s p a l l a n o i s a c c o
. p ( ” s w o n k e h s r o e h t a h
w 17 .)I ncaseo ferror , rlea ner sdono tknowwhati scorrect .
e r o f e r e h
T they perform t he i ncorrec tone .They may perform t he correc tone fi t hey
y e h t t u b e n o t c e r r o c e h t w o n k s r e n r a e l e h t e s a c e k a t s i m f o e s a c e h t n I .t i t u o b a n r a e l
e r e
w unablet o perform correctly. I naddiiton ,Corder’ sopinion shows tha terror i sa
s a . a r a p ( e g d e l w o n k r i e h t g n i p o l e v e d l li t s r e n r a e l e h t y b d e s u a c n o it a i v e d c it a m e t s y s
, y a l u D n i d e ti
c Bur tand Krashen 1982 ,p.139 .) In addiiton ,Corde rstate sthat “In
e p , e r u t a r e ti l e g a u g n a l d n o c e s e h t f o e m o
s rformance error s have been called
” s e k a t s i m
“ .Meanwhlie t erm “errors”was r eserved f or t hesystemaitc deviaiton sdue
, y a l u D n i d e ti c s a ( m e t s y s e l u r 2 L e h t f o e g d e l w o n k g n i p o l e v e d l li t s s ’ r e n r a e l e h t o t
. ) 9 3 1 . p , 3 0 0
2 Int hisr esearch ,errori st heusageo finappropiratepreposiitonf oundi n
.s k r o w n e tt ir w ’ s t n e d u t s e h
t
s i s y l a n A r o r r E
n e z i u h k r a B d n a s il l
E (2005 )state tha t“erro rAnalysi s(EA )i s a se to f
” s r o r r e r e n r a e l g n i n i a l p x e d n a g n i b ir c s e d , g n i y fi t n e d i r o f s e r u d e c o r
p p( aar .51) .In
s i s y l a n a r o r r
e procedure ,identfiying mean s ifnding the errors . In othe r word s
e r u d e c o r p t x e n e h T . s tr a p e t a ir p o r p p a n i t u o t n i o p o t s s e c o r p g n i n n a c s a s i g n i y fi t n e d i
g n i b ir c s e d s
i . This i sa proces swhich catego irzes types o ferror .The nex tphase i s
g n i n i a l p x
e . Thi sproces si saimed to clarfiy why a par ti sconsidered a serro rand
ti y a h
w i scorrec taccording to the related rules .Those procedure sare requried to
. s i s y l a n a r o r r e n a n i a t n i a
m In thi sresearch erro ranalysis si examining student s
k r o
w s ondesc irpitveparagraph toi dent fiyandclassfiyt hei napprop iratepar toft ex t
k r o w s t n e d u t s n
i containingpreposiitona lphraseerror.
.
2 Preposi itona lPhrase o p e r p h c r a e s e r s i h t n
I siitona lphrase i s a se tof t wo o rmore word sbetween
s n o it i s o p e r
p and noun o rpronoun found in Paragraph W iritng clas sespecially in
h p a r g a r a p f o e p y t e v it p ir c s e d g n it ir
w whichexplains speci ifci nformaitono fitmeand
e g a s u r e h t o d n a e e r g e
d .Leste r(1990) de ifnes, a ” preposiitona lphrase i sa group o f
e b s d r o w d e t a l e
r g n in ingwtihapreposiitona land den i ngwtiha nouno rpronoun”( p .
d n a s e s a r h p n u o n f o m r o f e h t m o r f t n e r e f fi d s i e s a r h p l a n o it i s o p e r p t a h t d i a s e H . ) 5 0 1
it i s o p e r p a n I . e s a r h p a n i h ti w e s a r h p a e v a h y a m t i r o f s e s a r h p b r e
v ona lphrasethere
e b t h g i
s s a l C g n it i r W h p a r g a r a P
r e t s e m e s d n o c e s e h t n i d l e h s i h c i h w s s a l c g n it ir w a s i s s a l c g n it ir W h p a r g a r a P
. P S E L E n
i Theclassi shelda tfe rBasicW iritngclassi nt hef rists emester. A sctiedi n
k i m e d a k A n a u d n a
P (2011) ,in Paragraph W iritng student slearn to wrtie a good )
6 6 . a r a p ( h p a r g a r a
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
h t ,r e t p a h c s i h t n
I e r esearche rwouldpresent et h reviewof t heo ires r elated t o
tr a p s i h T . h c r a e s e r s i h
t wli lbe dividedi n t ot wo secitons,t heoreitca ldesc irpiton and
l a c it e r o e h T . k r o w e m a r f l a c it e r o e h
t desc irpiton wli lexplain the theo ire s drieclty
e b l li w d e b ir c s e d s e ir o e h t e h t , k r o w e m a r f l a c it e r o e h t n I . h c r a e s e r s i h t o t t n a v e l e r
t d e z i s e h t n y s d n a d e z ir a m m u
s o helpt he r esearche rconducitng thestudyt o solvet he
m e l b o r p h c r a e s e
r s.
.
A Theore itca lDescrip iton
e h t t r o p p u s o t r e d r o n i d e s u s e ir o e h t e h t s s u c s i d o t g n i o g s i t r a p s i h T
r o r r e , r o r r e : s tr a p e e r h t o t n i d e d i v i d s i t r a p s i h T . h c r a e s e r s i h t f o t n e m h s il p m o c c a
. e s a r h p l a n o it i s o p e r p d n a s i s y l a n a
.
1 Error
y a l u D o t g n i d r o c c
A e ta.l(1982) ,“ lfaweds ideo flearners peecho rw iritng are
e r u t a m f o m r o n d e t c e l e s e m o s m o r f e t a i v e d t a h t n o it i s o p m o c r o n o it a s r e v n o c f o s tr a p
e c n a m r o f r e p e g a u g n a
l s ” (p .138) .Therefore, making error si san inevtiable par to f
. g n i n r a e
l Dulay( 2003 )explainst ha terrorr efes toanydeviaitonf romaselectednorm
f
o al nguageperformance ,nomatte rwhatt hecharacte irsitc so rcauseof t hedeviaiton
o s l a r e d o C . ) 9 3 1 . a r a p ( e b t h g i
m sayst ha terrori saf aliureoft her uleoft hecodeand
ti depend son t heparitcula rva irety oft he t arget l anguagewhich i sconsidered a st he
e d o
)
2 Intrailngua lError
l a r e n e g e h t t c e lf e r s r o r r e l a u g n il a rt n i “ , ) 7 9 9 1 ( d r a h c i R o t g n i d r o c c A
f o n o it a c il p p a e t e l p m o c n i , n o it a z il a r e n e g y tl u a f s a h c u s g n i n r a e l e l u r f o c it s ir e t c a r a h c
A . ) 4 7 1 . p ( ” y l p p a s e l u r h c i h w r e d n u n o it i d n o c n r a e l o t e r u li a f d n a s e l u
r simlia r
“ s n i a l p x e t n e m e t a t
s sim lia rerror sfound in al lL2 learner sregardles so fthei rL1”
f o s e p y T “
( Error” ,n .d). .Richard (1997) de ifne sfou rkind so finrtailngua lerrors .
e r a y e h
t o -ver generailzaiton,i gnoranceofr uler est irciton ,si ncompleteappilcaiton so f
.) 4 7 1 . a r a p ( d e z i s e h t o p y h s t p e c n o c e s l a f d n a s e l u r
)
a Over-generailza iton.
r e v o “ , ) 7 9 9 1 ( d r a h c i R o t g n i d r o c c
A -generailsaitoncoversi nstance swhere t he
n i s e r u t c u rt s r e h t o f o e c n e ir e p x e s i h f o s i s a b e h t n o e r u t c u rt s t n a i v e d a s e t a e r c r e n r a e l
t e g r a
t language” (p . 174) . He also assume s tha t over-generailsaiton generally
t n a i v e d e n o f o n o it a e r c e h t s e v l o v n
i srtucture in place o ftwo regula rsrtucture .
r e v o t a h t s e t a t s ) 3 8 9 1 ( h s ir r o
N -generailzaiton can be regarded a sa blend o ftwo
t s ‘ e h t n i s e r u t c u rt
s andard version ’of t hel anguage .Heassumes t hatt he erro rmigh t
r a e l e h t n i y lr a e t n r a e l s e r u t c u rt s g n i d n e l b f o t l u s e r a s a e d a m e
b ningprocess( para .
e r e H . ) 1
3 a retheexamples o fove r–generailsaiton:
. o o z e h t ti s i v e r a e W ] 2
[ *
] 3
[ Shemus tgoe .s*
Example [ 2]show sablendingof t heconitnous tenseand t hesimple presenttense in
e l p m a x E . e c n e t n e s e h
r a l u g n i
s –ss uf ifxareused ( para .31 .)I naddiiton, Elils( 2003 )presents anexampleo f
r e v
o -generailzaiton;i nuseof‘ eated i’nplaceof‘ ate’( para .19 .)
)
b Ignoranceo fRuleRestric itons
o t d e t a l e r y l e s o l c s n o it c ir t s e r e l u r f o e c n a r o n g I “ , ) 7 9 9 1 ( d r a h c i R o t g n i d r o c c A
o it c ir t s e r e h t e v r e s b o o t e r u li a f s i s e r u t c u rt s t n a i v e d f o n o it a z il a r e n e g e h
t n so f
h w s t x e t n o c o t s e l u r f o n o it a c il p p a e h t s i t a h t , s e r u t c u rt s g n it s i s x
e ere they do no t
y l p p
a ” (p .175) .Herearet heexample sofi gnoranceofr uler est ircitons:
] 4
[ ThemanwhoI s awhim.*
] 5
[ Imadehimt odo ti .*
e l p m a x e e h
T above indicates et h ignorance o frule rest ircitons .Richard (1997 )
h ti w s e r u t c u rt s n i s t c e j b u s n o n o it a ti m il e h t s e t a l o i v e c n e t n e s t s ri f e h t t a h t s n i a l p x e
o h
w .Thes econds entencei gnoresr est irciton sont hedist irbuitono fmake(para .175) .
)
c IncompleteAppilca itono fRules
) 7 7 9 1 ( d r a h c i R o t g n i d r o c c
A “deviancyrepresent sdegree o fdevelopmen to f
, r e n r a e l e g a u g n a l d n o c e s e h T .. . s e c n a r e tt u e l b a t p e c c a e c u d o r p o t d e ri u q c a s e l u r e h t
t n e i c if f e e ti u q e v i h c a n a c n o it a c i n u m m o c n i y li r a m ir p s p a h r e p d e t s e r e t n i
e h t t u o h ti w n o it a c i n u m m o
c need fo rmaste irng more than the elementary rules. ”
:) 7 7 9 1 ( d r a h c i R y b d e t n e s e r p s e l p m a x e e h t e r a e r e H . ) 7 7 1 . p (
[6] Q :Whati shedoing?
.r o o d e h t g n i n e p o e H :
A *
. h c u m d a e r I :
A *
e h
T answe roft heexample[6 ]arei n lfuencedbyt hequesiton .Thef ris tanswers how s
e s b a e h
t nce o fto be i ,s the answe rshould be he i sopening the doo .r The second
e l p m a x
e re lfects anexcessiveanswe rwhliet hecommonanswe rusuallyy , oes Id .
)
d FalseConcept sHypothesized
g n i d r o c c
A toRichard( 1977 ,)f alseconcept shypothesized deirves f romf autly
n o it a d a r g y b d e s u a c s e m it e m o s t a h t e g a u g n a l t e g r a t n i s n o it c n it s i d f o n o i s n e h e r p m o c
n o r o s e g a u g n a l r e h t o d n a h s il g n e f o s i s y l a n a e v it s a rt n o c o t e u D . s m e ti g n i h c a e t f o
il g n E n i h ti w t s a rt n o
c sh (para .178) .Here are the example spresented by Richard
:) 7 7 9 1 (
] 7
[ Onedayi twa shappened*
8
[ ]Hei ss peak sFrench*
y tl u a f m o r f s e v ir e d r o r r e e h t e c n e t n e s t s ri f e h
T comprehension .On the second
t n e s e r p f o g n i s u n i h c i h w n i y ti u g i b m a n a s w o h s n o it s e u
q tensedono tneedt obe.
.
b TheOther sSourceo fError
s tr e p x e r e h t o e r a e r e h t , s r o r r e l a u g n il a rt n i d n a s r o r r e e g a u g n a lr e t n i s e d i s e B
h o h
w ave though tabou tsome cause so ferror smade by learners .According to
1 ( h s ir r o
N 983) ,there are several cause so ferrors ,namely carelessness , rtanslaiton
.l
a .(1982) there are fou rway so flearners ’targe tform .Those way sare omission ,
. g n ir e d r o s i m d n a n o it a m r o f n i s i m , n o it i d d a
)
a Omission
f o e c n e s b a e h t s i n o i s s i m
O an tiem tha tmus tappea rin a well–formed
n i e b f o n o i s s i m o e h t , e l p m a x e r o F . e c n a r e tt
u mys iste rverypretty.
)
b Addi iton
ll e w n i r a e p p a t o n t s u m t a h t m e ti n a f o e c n e s e r p e h t s i n o ti d d
A -formed
b u s e e r h t o t n i d e n if e d e b n a c n o it i d d A . s e c n a r e tt
u -catego ires;r egulairzaiton ,double
-e l p m i s d n a g n i k r a
m addiiton .Here are the explanaiton o fthe sub-catego ire so f
i d d
a it . on
n o it a z i r a l u g e R ) 1 (
d e d d a y ll a c i p y t s i t a h t r e k r a m a h c i h w n i e s o h t h ti w s l a e d n o it a z ir a l u g e
R to
o t d e d d a y l s u o e n r o r r e s i m e ti c it s i u g n
il excepitona ltiem soft hegivenclasst hat doe s
y a l u D ( r e k r a m a e k a t t o
n e ta.l. ,1982 ,p .157) .Fo rexamples :*woman sa nd*putted .
h t o
B *woman sand*putted can beclassi ifed i nto r egula irzaiton i nwhich the r egula r
s r e k r a m e s n e t t s a p d n a l a r u l
p – sand – de , respecitvely ,have been added to tiem s
y a l u D ( s r e k r a m e k a t t o n o d h c i h
w e ta.l. ,1982 ,p .157 .)
e l b u o D ) 2
( -Marking
y a l u D o t g n i d r o c c
A e ta.l(1982) ,double-markingerro rmightbet her esu tl fo
1 . p ( e r u t a e f e m a s e h t r o f d e s u e r a h c i h w e n o r e h t a r s m e ti o w
e m a
c (Elil s& Barkhuizen ,2005 ,p .61) ,*I sthi si sa cow? (Dulay e ta.l, 1982 ,p .
, ) 7 5
1 *Shedoesn’ tbringst hebook.
s n o it i d d A e l p m i S ) 3 (
t o n s e o d t i d n a n o it i d d a f o s e s a c r e h t o h ti w s l a e d s r o r r e f o e p y t s i h
T involve
n o it a z ir a l u g e
r and double-marking (El il s& Barkhuizen ,2005 ,p .61) .In addiiton ,
y a l u
D e ta.l(1982 )also menitont hat i fanaddiiton errori snetihe radouble marking
.) 8 5 1 . p ( n o it i d d a e l p m i s a s a d e ll a c e b n a c t i , n o it a z ir a l u g e r r o n
)
c Misinforma iton
t s i n o it a m r o f n i s i
M he use o fwrong form o fthe morpheme o rsrtucture .
i h c r a , n o it a z ir a l u g e r ; e e r h t o t n i d e d i v i d e b n a c n o it a m r o f n i s i
M -form sandatlernaitng
-s m r o
f . Theexplanaitonofs ub-catego ire so fmisinformaiton ilstedasf ollow .s
s n o it a z i r a l u g e R ) 1 (
y a l u
D e ta.l(1982 )“Regula irzaiton undert he misinformaiton category r efer s
n a f o e c a l p n i d e il p p a s i r e k r a m r a l u g e r a h c i h w n i e s o h t o
t riregula rone“(p .158) .Fo r
: s e l p m a x
e *runnedforr anand*goose sfo rgeese(Dulaye ta.l ,1982 ,p .158 .)
i h c r A ) 2
( -Forms
y a l u D o t g n i d r o c c
A e ta.l(1982) ,archi-formcanbede ifneda sonemembe ro f
y b d e t c e l e s s s a l c e h t n i s r e h t o t n e s e r p e r o t d e s u s i t a h t s m r o f f o s s a l c
a learner s(p .
T . ) 0 6
1 he l earne ruse sme a sboth a subjec tand objec tpronoun: give me that ,*me
E ( y r g n u
s r o t c a
F Descrip iton
. g n i n a l p e n il n o 1
. 2 e l b a
T learnererrorf actorsi nl earner’samples ) 9 5 . p , 5 0 0 2 , n e z i u h k r a B d n a s il l E n i d e ti c s a r e d r o C (
)
2 Iden it ifca itono fErrors
, ) 5 0 0 2 ( n e z i u h k r a B d n a s il l E o t g n i d r o c c
A Idenit ifcaiton o ferrors involve sa
n i n e tt ir w e v a h s r e n r a e l e h t t a h w n e e w t e b n o s ir a p m o
c thei rw irtten workand what a
e m a s e h t n i e ti r w d l u o w t r a p r e t n u o c r e k a e p s e v it a
n context( p .58 .)
s r o r r E f o n o it p i r c s e D ) 3
e b ir c s e d o t tr a t s n a c r e h c r a e s e r e h t , d e if it n e d i n e e b e v a h s r o r r e e h t ll a r e tf A
o c c A . s r o r r e f o s e p y t o t n i s r o r r e e h t y fi s s a l c o t d n
a rding to Elil sand Barkhuizen
,) 5 0 0 2
( thi sstep deal swtih specfiyinghowt he f orm sproducedbyt hel earners dfife r
.) 0 6 . p ( e g a u g n a l t e g r a t e h t n i d e c u d o r p e s o h t m o r f
s r o r r E f o n o it a n a l p x E ) 4
s e v l o v n i p e t s s i h
T the ifnding the source so ferrors .In thi sstep o ferror
,s i s y l a n
a ther esearche rhast oexplaint her easonort hef actor swhyl earner smake the
d n a s il l E ( s r o r r
e Barkhuizen ,2005 ,p .62 .)Sincet heobjecitve soft hisr esearch aret o
t u o d n
if thepreposiitona lphraseerror smadebys tudentsi nandto ifndoutt hefactor s
e s o h t e k a m o t P S E L E f o s s a l c g n it ir W h p a r g a r a P n i s t n e d u t s d e s u a c t a h
t preposiitona l
e s a r h
it a u l a v e r o r r e s i h c i h w , ) 4 7 9 1 ( r e d r o C y b d e n o it n e m s i s y l a n
a o n (a sctied i nElil sa nd
e h t , h c r a e s e r s i h t n i t a h t s n a e m t I . ) 7 5 . p , 5 0 0 2 , n e z i u h k r a
B researche ronly did f ou r
s p e t s r u o f e s o h T . s i s y l a n a r o r r e g n it c u d n o c n i s p e t
s w ere colleciton o fa sample o f
f o n o it p ir c s e d , s r o r r e f o n o it a c if it n e d i , e g a u g n a l r e n r a e
l error sand explanaiton o f
.s r o r r e
.
3 Preposi iton
l a e d h c r a e s e r s i h
T s wtih preposiitona lphrase. To l ook on i tbette,r t here i sa
w o n k o t d e e
n abou tpreposiiton in general .According t o Leste r(1990) ,“rtadiitona l
if e
d niiton :a preposiitoni saword tha tshowsther elaitonship o fanouno ra pronoun
” .) 1 6 . p ( ” e c n e t n e s e h t n i d r o w r e h t o e m o s o
t A preposiitondesc irbe sa r elaitonship
r e h t a r s i " r e tf a " r o " n i " e k il d r o w a , fl e s ti n I . e c n e t n e s a n i s d r o w r e h t o n e e w t e b
s d r o w e r e m n i e n if e d o t d r a h d n a s s e l g n i n a e
m ” (“Preposiiton :Locators i n Time and
). d . n , ” e c a l
P . Fu trhermore Yule( 2004 )beileves t ha t“adisitnciton can bedrawn i n
) 8 5 1 . p ( ” n o it i s o p e r p x e l p m o c d n a n o it i s o p e r p e l p m i s n e e w t e b h s il g n E
.
a SimplePreposi iton
e l p m i s a , n o it a n a l p x e ) 4 0 0 2 ( ’ e l u Y n o d e s a
B preposiiton i sa preposiiton
d n a l a c it a m m a r g s e s s e s s o p n o it i s o p e r p e l p m i S . s n u o n y n a n i a t n o c t o n s e o d h c i h w
) 8 5 1 . a r a p ( e s u l a c i x e
)
1 Gramma itca lUse
r o f s m r o f e l b a ll y s e n o f o t e s a s i e s u l a c it a m m a r g , ) a 4 0 0 2 ( e l u Y o t g n i d r o c c A
e l p m a x
e for ,in ,on ,o fand ot , which have very genera lconceptua lmeaning and .)
8 5 1 . a r a p ( d e s u y lt n e u q e r f
)
2 Lexica lUse
, e r o m r e h tr u
F Y ule (2004b )state stha tlexica luse susually consis to ftwo o r
e l b a ll y s e r o
m s fo rexample among ,before ,below ,beside and toward, which affects t
o
t hemeaningoft hephrasesi nwhicht heyareused( para .158 .)
.
b ComplexPreposi iton
h c i h w n o it i s o p e r p a e r a n o it i s o p e r p x e l p m o c t a h t t u o s t n i o p ) c 4 0 0 2 ( e l u Y
s a h c u s s n u o n y n a s n i a t n o
c in accordancewtih ,onaccoun to,ff ort he sakeo fand i n f
o e ti p
s (para.158 .)
.
4 Preposi itona lPhrase
0 9 9 1 ( r e t s e L o t g n i d r o c c
A a ,) “a preposiitona lphrase i sa group o frelated
f o m r o f e h T . n u o n o r p r o n u o n a h ti w g n i d n e d n a n o it i s o p e r p a h ti w g n i n n i g e b s d r o w
l a n o it i s o p e r p a : y a w t n a tr o p m i e n o n i e s a r h p b r e v d n a e s a r h p n u o
n phrasecanhavea
e s a r h p a n i h ti w e s a r h
p ”(p .95 .)Lester( 1990b )add sar uleabou tpreposiitona lphrase
r o s n u o n g n i w o ll o f h ti w r e h t e g o t d n u o b e r a y e h t ; e n o l a d n a t s t o n n a c s n o it i s o p e r p t a h t
. ) 1 6 . a r a p ( n o it c u rt s n o c n i s n u o n o r
p Larsen-Freeman (1983 )assumes t hat t he basic
e s a r h p n u o n a s u l p l a n o it i s o p e r p a , . e .i P N P = P P s i e l u r e s a r h p l a n o it i s o p e r p f o e l u r
. ) 1 5 2 . a r a p
a y b d e w o ll o f n o it i s o p e r p a : e m a s e h t tl i u b e b o t d n e
t determinerand anadjecitve o r
e h t d e ll a c ( n u o n r o n u o n o r p a y b d e w o ll o f , o w
t object o f the preposiiton)
). d . n , ” e c a l P d n a e m i T n i s r o t a c o L : n o it i s o p e r P “
( .I naddiiton, Veti( 1986 )statest hat
. ) 7 3 . p ( e s a r h p n u o n a y b d e w o ll o f n o it i s o p e r p a f o t s i s n o c e s a r h p l a n o it i s o p e r
p The
w o ll o f s a n w a r d e b n a c e s a r h p l a n o it i s o p e r p f o e r u t c u rt
s s .
e s a r h P l a n o it i s o p e r P
n o it i s o p e r
P NounPhrase
e s a r h P l a n o it i s o p e r P f o m a r g a i D 1 . 2 e r u g i F
0 9 9 1 , r e t s e L
( a ,p .105)
e s a r h P l a n o it i s o p e r P
n o it i s o p e r
P NounPhrase
Du irng thea tfernoon
e s a r h P l a n o it i s o p e r P f o e l p m a x E 2 . 2 e r u g i F
0 9 9 1 , r e t s e L
( b ,p .105)
l a n o it i s o p e r p f o n o it c n u f e h t , ) 0 9 9 1 ( r e t s e L o t g n i d r o c c
A phrase can be
e v it c e j d a e r a t s ri f e h T . s e p y t o w t o t n i d e d i v i
d s phrase swhich modfiy noun sand
. s b r e v d a d n a e v it c e j d a , s b r e v y fi d o m h c i h w s e s a h p b r e v d a e r a d n o c e s e h T . s n u o n o r p
s i 2 . 2 e l b a
n u o n o r
p ” (p.95) .Preposiiton sare used i n preposiitona lphrase based on t he context s
9 2
I I I R E T P A H C
Y G O L O D O H T E M
s s u c s i d l li w r e t p a h c s i h
T the methodologyused i n t his r esearch .Thi sseciton
s n o it c e s x i s s e s s a p m o c n
e :research method ,research setitng ,research paritcipants ,
e h T . e r u d e c o r p h c r a e s e r d n a e u q i n h c e t s i s y l a n a a t a d , g n ir e h t a g a t a d d n a t n e m u rt s n i
t s ri
f i sresearch method .Thi sseciton explain sthe type o fresearch .The second
n o it c e
s si abou tresearch setitng which explains abou twhere and when the research
s i d ri h t e h T . d e t c u d n o c s a
w abou tresearch paritcipants .Thi sseciton explain sthe
, e u q i n h c e t g n ir e h t a g a t a d d n a s t n e m u rt s n i e h t n I . g n il p m a s d o h t e m e h t s a s t n a p i c it r a p
o s e u q i n h c e t d n a t n e m u rt s n i h c r a e s e
r fcollecitngdatawli lbeexplained .Thel as tpar t
y a w e h t e b ir c s e d l li w n o it c e s s i h T . e u q i n h c e t s i s y l a n a a t a d s
i s in analyzing the
. h c r a e s e r s i h t f o g n i d n
if
.
A ResearchMethod
y e v r u s o t d e g n o l e b h c r a e s e r s i h
T research .According to Ary ,Jacob sand
h e i v a z a
R (2002) , “ In survey research ,invesitgator sask quesiton sabou tpeoples ’
y l e d i w s i e ri a n n o it s e u q y e v r u s e h T . r o i v a h e b d n a , s c it s ir e t c a r a h c , s n o i n i p o , s f e il e b
, y g o l o h c y s p , s s e n i s u b , y g o l o i c o s n i s e i d u t s n i a t a d f o e c r u o s a s a d e s
u poilitca l
” n o it a c u d e d n a , e c n e i c
s (p .371) .Thi sresearch belonged t o sample survey research .
y r
A e ta.l(2002) ,“Asurveyt ha tstudie sonlyaporitonoft hepopulaitoni sknowna s
a a t a d d o h t e m s i h t n
I recollectedt hroughi nterviewanddocumen tanalysis .In
o t r e d r
o ifnd the kind o ferror smade by student sin Paragraph W iritng class ,the
r e h c r a e s e
r implemented documen tanalysi smethod . The research analyzed the
l c g n it ir W h p a r g a r a P n i t s e t s s e r g o r p t s ri f e h t n o s k r o w ’ s t n e d u t
s ass .The recorded
l a ir e t a
m in t hi scase could be a pubilc record, t extbook ,document ,flim ,etc .In t hi s
o t s s a l c e h t n i d e c u d o r p e r e w h c i h w s t n e m u c o d e h t e r e w s t n e m u c o d n e k a t , h c r a e s e r
t n e m u c o d e h t f o y ti d il a v d n a y ti c it n e h t u a e h t e e t n a r a u
g s.
t r e d r o n
I o answe rthe factor stha tcause the student sin Paragraph W iritng
e s o h t e k a m o t P S E L E f o s s a l
c preposiitona lphrase errors, t he researche rconducted
s o t w e i v r e t n
i ome student swhomade a l o to ferrors .The i nterviewed student swere
y e h t r o r r e n o d e s a b n e s o h
c made.
.
B ResearchSet itng
e g a u g n a L h s il g n E n i s s a l c g n it ir W h p a r g a r a P n i d e t c u d n o c s a w h c r a e s e r s i h T
h c i h w n i ,r e t s e m e s d n o c e s e h t n i d e r e f f o s a w s s a l c s i h T . m a r g o r P y d u t S n o it a c u d E
f o y ti r o j a m e h
t the students i n t hi sclas swere the second semeste rstudents. No tal l
e r a s s a l c e h t n i s t n e d u t
s the second semeste rstudents ,three o fthem are shopper s
.s t n e d u t s r e t s e m e s h t n i n m o r
f This r esearch wa sconducted f romFebruary2012 unit l
. 2 1 0 2 y a M
.
C ResearchPar itcipants
s e h
T tudent s in Paragraph W iritng clas s were chosen a s the research
t n a p i c it r a
.
E DataAnalysi sTechnique
d e s u r e h c r a e s e r e h t , h c r a e s e r s i h t n
I the students ’w irtten work o fthei r
s e r g o r
P sTes tI Iand t he data whichwere given orally by i nterviewee sas t he data t o
h t n I . e z y l a n
a i spar,tt her esearche rexplainedhowt her esearche ranalyzedt hedatai n
a e s e r s i
h r ch.
.
1 DataAnalysisfromStudents ’Works
d e r e h t a g a t a d e h
T were analyzed through severa l steps . Fris t researche r
k r o w n e tt ir w ’ s t n e d u t s d e t c e ll o c d e r e b m u
n s . Second , the researche r read and
r o r r e e s a r h p l a n o it i s o p e r p e h t d e n il r e d n
u s in t he students ’w irtten works .Thrid, the
e h t n i d n u o f s r o r r e e h t t u p r e h c r a e s e
r Table .Fou trh, the researche rclassi ifed error s
e h t h tf i F . I I r e t p a h c n i d e n o it n e m y r o e h t y m o n o x a t e r u t c u rt s e c a f r u s n o d e s a b d n u o f
n u o c r e h c r a e s e
r ted t he percentageeach t ype o fpreposiitona lerror .The f ormula wli l
. w o l e b d e t n e s e r p e b
𝒙
𝒚x100%
=
X thet ota lamoun to feacht ypeo ferror =
Y thet ota lamoun to fal lerror smadebys tudents
e l b a
T 3.1 analyze each studen’t sw irtten work and then to ifnd ou tthe
e
. d t S
#
’ s t n e d u t S
l a n o it is o p e r P
e s a r h
P Error ) ) s ( e c n e t n e s (
n o it a n a l p x E f e i r B
d n u o F s r o r r E e h t f o
d e s a B s e c n e t n e S e h t n i
n o
s r o r r E f o s e p y T
s r o r r E f o s e p y T n
o is si m
O Addiiton Miisnformaiton Mis s g n i r e d r o R DM SA R A - /r F
l A -F
s r o r r E f o r e b m u N l a t o T
f o r e b m u N l a t o T
s r o r r E f o e p y T h c a E
f o e g a t n e c r e P e h T
s r o r r E f o e p y T h c a E
e d a M s t n e d u t S l l A t a h t
R :RegularizaitonDM :DoubleMarkingSA :SimpleAddiitonA -Fr :Archi-form sA -Fl :Atlernaitng-forms e
l b a
T 3.1TheClas isifcaitonandt heExample soft heError sMadebyt heStudents
s s a w p e t s t s a l e h
T umma irzingt her esutlf oundi nTable3.1 .Ther esearche rdesign
e l b a
T .32t os umma irzet he ifndingsi nTable 13 .
o
N Categoryo ferror S - ub Category E f o rror
f o r e b m u N
I d n a r o r r
E t s
Percentage
e l p m a
S o f
Error
n o is s i m O
n o it i d d
A Regularizaiton
e l b u o
D -Marking n o it i d d A e l p m i S n o it a m r o f n is i
M Regularizaiton
i h c r
A -Form
g n i r e d r o s i M
e l b a
.
2 DataAnalysisfromI nterviews
d e b ir c s e d r e h c r a e s e r e h
T how t o analyze t he data from t he i nterview i n t hi s
t s ri F . tr a
p , the researche r rtansc irbed the ora linformaiton recorded by a voice
. r e d r o c e
r Second, the researche ranalyzed the rtansc irbed informaiton to obtain the
, t s a l e h T . tl u s e
r ther esearche rmadeas ummaryanddrewaconclusion.
.
F ResearchProcedure
s k r o W ’ s t n e d u t S g n it c e ll o C . 1
r e tf
A the student srevised and submitted thei rwork to the lecturer ,the
d e w o r r o b r e h c r a e s e
r thei rworks tobecopiedtoeaset her esearche ranalyze.
.
2 Conduc itngt heI nterview
e n o d g n i v a
H thepreviou ssteps,t he r esearche rconitnuedwtihconducitngt he
e b o t n e s o h c e r e w s t n e d u t s n e v e S . w e i v r e t n
i the respondents .The interviewed
n e s o h c e r e w s t n e d u t
s basedont he errors theymade .Thechosen student swere t hem
whomadethemos tandt heva irou serrors .Thei nterview sw a conductedi ncampus .
a t a D e h t g n i z y l a n A . 3
h T . ti d e z y l a n a r e h c r a e s e r e h t , a t a d e h t g n it c e ll o c r e tf
A er esearche rcatego irze
. r o r r e f o e p y t h c a e f o e g a t n e c r e p e h t d e t n u o c d n a k r o w ’ s t n e d u t s n i d n u o f r o r r e h c a e
z ir o g e t a c h s i n if r e tf
A i engt h errorsf ound basedont hetype,t he r esearche rconitnued
.
4 Wri itngt heRepor toft heAnalysis
m o r f d e r e h t a g a t a d e h t g n i z y l a n a d n a g n i n i a t b o r e tf
A documen tanalysis and
h c r a e s e r e h t , w e i v r e t n
i e robtained some ifndings .Atfe r ifnding some preposiitona l
r o r r e e s a r h
8 3
V I R E T P A H C
T L U S E R H C R A E S E
R S ANDFINDINGS
s i h
T chapter discusse sthedata gathered onpreposi itona lphrasei n Paragraph
s i h T . s s a l c g n it ir
W chapter wli lbe divided into two secitons .The fris tpar twli l
y fi s s a l c d n a s s a l c g n it ir W h p a r g a r a P n i k r o w ’ s t n e d u t s n i d n u o f s r o r r e e h t s s u c s i d
t c e f f a h c i h w s r o t c a f e h t s s u c s i d l li w t r a p d n o c e s e h T . r o r r e f o s e p y t e m o s o t n i m e h t
e h
t student sinproducingerror .s
P l a n o it i s o p e r P ’ s t n e d u t S e h T .
A hraseErrors
t r e w s n a o t r e d r o n i s g n i h t o w t s s u c s i d o t g n i o g s i tr a p s i h
T he fris tquesiton :
t a h
w are the preposiitona lerror smade by student sin Paragraph W iritng clas so f
P S E L
E .The frist i sdata presentaiton .I ti sabou tthe presentaiton o fdata gathered
e h t f o n o i s s u c s i d e h t s i d n o c e s e h T . d n u o f r e ti r w e h t s r o r r e f o l a t o t e h t s e d u l c n i h c i h w
. d e r e h t a g a t a d
r o r r E e h t f o n o it a t n e s e r P a t a D .
1 s MadebyStudents
o t r e d r o n
I obtain the data abou tstudents ’preposiitona lphrase errors ,the
r e h c r a e s e
r analyzedstudents ’w irttenworks o fstudentsi nParagraphW iritngclas sB .
e r e w e r e h
T 52 student son Paragraph W iritngclass .Student swrotesome paragraph s
p f o n o it p ir c s e d t u o b
a lace .Student swere given a chance to revise thei rwork a tfe r
e p r i e h t g n i v a
,s i s y l a n a e h
t the researche rfound twenty eigh t(28 )preposiitona lphrase error sin
t n e d u t
s s ’works o fdesc irbingplaceparagraph .
ir o e h t y m o n o x a t e r u t c u rt s e c a f r u s d e s u r e h c r a e s e r e h
T e s which were ilsted i n
o w t r e t p a h
c to analyze the preposiitona lphrase error found in the student sw irtten
k r o
w s .The surface srtucture t axonomy could be de ifned i nto fou rcatego ires; t hose
, n o i s s i m o e r e
w addiiton ,whichi ss ubdividedi ntor egula irzaiton,doublemarking ,and
e l p m i
s addi iton ,misinformaiton ,whichi ssubdividedi ntor egula irzaiton ,archi-forms
g n it a n r e tl a d n
a -forms ,and misorde irng. The detali so fpercentage abou tthe error s
n i d e t n e s e r p e r e
w Table4.1 .Table4.1presentedaboutt hepercentageoft heerro rand
a s e m o
s mple so ferrors madebys tudents.
e l b a
T 4.1TheNumbero fSubject-VerbAgreemen tError sMadebyt heStudents
o
N Categorie s r o r r E f o
s e i r o g e t a C b u S
r o r r E f o
f o r e b m u N
d n a r o r r E
s t I
e g a t n e c r e P
r o r r E f o s e l p m a S
1 Omission - 7.14% 2( )
y l n o s m o s s o l b r e w o lf e h t e s u a c e b . … *
e y e h t f o d n e e h
t a.r( shouldbeatt heend
r a e y e h t f
o .)
2 Addiiton
n o it a z ir a l u g e
R 0 % -
g n i k r a m e l b u o
D 7.14% ) ( 2
s ’t i
* locatedi nsideofmycampus .
“ e b d l u o h s
( i’t si n mycampus”o r“i’t s
n o it i d d A e l p m i
S 10.71% ) ( 3
n e tt ir w s e m a n e s o h T
* byusingcolorfu l
: e b d l u o h s ( .l e t s a
p “t hosenames were
l e t s a p l u f r o l o c g n i s u n e tt i r
w s”)
3 M -is
n o it a m r o f n i
n o it a z ir a l u g e
R 0 %
i h c r
A - Form 75%( 21) -*int hi swall ,youcans ee…( shouldbe
“ont hi swall ,youcans ee”)
g n it a n r e tl A
m r o
F 0 % -
4 Misordeirng - 0 % -
s t n e d u t S e h t y b e d a M s r o r r E e h t n o n o i s s u c s i D . 2
e b ir c s e d r e h c r a e s e r e h t tr a p s i h t n
I s thedatagatheredonTable4.1.i nordert o
. n o it s e u q t s ri f e h t r e w s n
a Based the data presented i n Table 4.1 .wa sclea lry stated
t a h
t there were 4 type so fpreposiitona lerror stha tresearche rfound in students ’
k r o w n e tt ir
w s .Theywere( 1 )omission,( 2 )double-marking ,whichi sunde raddiiton
o y r o g e t a c b u s r e h t o n a s i h c i h w , n o it i d d a e l p m i s ) 3 ( y r o g e t a
c f addi iton category and
. y r o g e t a c n o it a m r o f n i s i m r e d n u s i h c i h w , n o it a z ir a l u g e r ) 4 (
s a w k r o w n e tt ir w ’ s t n e d u t s e h t n i d n u o f r o r r e f o e p y t t s ri f e h
T omissionerror .
g n i d r o c c
A t o Dulay e ta.l (1982) ,omission error smean et h absence o fan tiem t ha t
y ll a u t c
a mus texist i n awellf ormed utterance( p .154 .)Based on t heTable 4.1 t here
e e r h t e r e
w (3 )error so r10%fromt hewholeerrorsf oundi ns tuden tworkwhichwere
d e l e b a
