AN ERROR ANALYSIS OF PREPOSITION OF TIME USED IN
STUDENTS
’
WRITING
(A DESCRIPTIVE QUALITATIVE STUDY AT THE EIGHTH GRADE STUDENTS OF SMP N 3 SALATIGA IN ACADEMIC YEAR OF
2014/2015)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English
Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
PURHAWAN SUGIYATNO
NIM 11310144
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
DECLARATION
"In The Name of Allah the Most Gracious and the Most Merciful"
Hereby, the writer declares that this graduating paper is written by the writer
himself. This paper does not contain any materials which have been published by
other people; and it does not cite any other people‟s ideas except the information
from the references. This declaration is written by the writer to be understood.
Salatiga, December 30th 2014 The Writer
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. Tentara Pelajar 2 Telp (0298) 323706, 323433 Salatiga 50721 Website: www.iainsalatiga.ac.id Email:Administrasi@iainsalatiga.ac.id
Hanung Triyoko, S.S., M.Hum., M.Ed. Salatiga, December 30th 2014 The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR NOTES
Case : Purhawan Sugiyatno‟s Graduating Paper
Dear,
Dean of Teacher Training and Education Faculty
Assalamu‟alaikum Wr. Wb.
After reading and correcting Purhawan Sugiyatno‟s graduating paper, entitled AN ERROR ANALYSIS OF PREPOSITION OF TIME USED IN
STUDENTS’WRITING (A DESCRIPTIVE QUALITATIVE STUDY AT
THE EIGHTH GRADE STUDENT OF SMP N 3 SALATIGA IN ACADEMIC YEAR OF 2014/2015), I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Counselor
A GRADUATING PAPER
AN ERROR ANALYSIS OF PREPOSITION OF TIME USED IN STUDENTS’WRITING
(A DESCRIPTIVE QUALITATIVE STUDY AT THE EIGHTH GRADE STUDENT OF SMP N 3 SALATIGA IN ACADEMIC YEAR OF 2014/2015)
WRITTEN BY: PURHAWAN SUGIYATNO
NIM: 11310144
Has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga, on April 15th 2015 and hereby considered to complete the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.
Boards of examiners,
Head : Rr. Dewi Wahyu M, S.S., M.Pd. ________________
Secretary : Hanung Triyoko, S.S., M.Hum., M.Ed. ________________
1st Examiner : Noor Malihah, Ph.D ________________
2nd Examiner : Ari Setiawan, S.Pd., MM. ________________
Salatiga, April 15th 2015 Dean of TeacherTraining and Education Faculty
MOTTO
“No One Knows You Better Unless You Prove in Your Life.”
(Sri Sultan Hamengku Buwono VIII)
“God Has Given Everything You Need To Be Success.”
DEDICATION
This graduating paper is dedicated to:
1. Allah SWT, “alhamdulillahi rabbil‟alamiin”.
2. Prophet Muhammad SAW.
3. My big family; my father, my mother, my brother, my sister and my
ACKNOWLEDGEMENT
Alhamdulillahirobbil „alamin, all praises due to Allah, the Most Gracious
and the Most Merciful. Bless and the mercy is upon great prophet Muhammad
SAW for his guide us from the darkness to the brightness.
However, this thesis will not be finished without supports, advices, help
and encouragement from some people and the institution. I would like to say
thanks to:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of IAIN Salatiga, thanks for the
time I spent for studying in IAIN Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D. as the Head of English Education Department.
4. Hanung Triyoko, S.S., M.Hum.,M.Ed. as my counselor who has educated,
supported, directed, and given the witer countless advices, sugesstion, and
recommendation for this graduating paper from the beginning until the end.
5. All of my lecturers of IAIN Salatiga, thanks for teaching .
6. All the staffs of IAIN Salatiga that helped the writer in processing of
graduating paper administration.
7. My beloved parents, my father (Sugimin), and my mother (Atik Purhawan),
who always give me sincere prayers for successfulness in my life. Beloved my
sister ( Utami) who always give me support. And beloved little nephew ( Aji)
8. My friend Tri Jalu thanks for support and helping to make my graduating
paper.
9. All of my friends at IAIN Salatiga especially E Class 2010 ( I love you all)
who helped me finish this graduating paper.
10. My friend Muflichatul Ista‟in who always support and help to finish this
graduating paper.
11. The students of SMPN 3 Salatiga thanks for cooperation and opportunity.
12. All of my friends anywhere. Thanks for support and togetherness.
13. My students EEE anywhere.
Salatiga, December 30th 2014
ABSTRACT
Sugiyatno, Purhawan. 2015. An Error Analysis of Preposition of Time used in the students‟ Writing (A Descriptive Qualitative Study at the Eighth Grade Students of SMPN 3 Salatiga in Academic Year of 2014/2015). A Graduating Paper in Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga.
Consultant: Hanung Triyoko, S.S., M.Hum, M.Ed.
Key words: Errors Analysis, Preposition of Time
This research deals with analyzing errors of preposition of time used in the eight year students of SMPN 3 Salatiga in academic year of 2014/2015. This research is conducted to analyze how the errors, kinds of errors which is focused on preposition of time for categories: in, at, on and the function and how the eliminate the errors. This research applies qualitative method. The object of this research is the eight year students of SMPN 3 Salatiga. Choosen purposely using purposive sampling from 244 students. The sample is 50 students of the eight year. The data of this study is taken from test, documentation and interview. The test is used to get the data about the ability of the students to do preposition of time in writing. The writer uses the documentation method to obtain the school data like students‟s name, and school general situation. Interview is used to obtain the more accurate data dealing with the factors that influence the grammatical errors on the use of preposition of time. Those data collection, the is analyzed in order to find how is the errors, kinds of errors, and how to eliminate the errors.
The analysis result shows that: 1) students‟ mastery in using preposition of time
TABLE OF CONTENT
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO... v
DEDICATION ... vi
ACKNOWLEDGEMENTS ... vii
ABSTRACT ... ix
TABLE OF CONTENT ... x
LIST OF FIGURE AND TABLES ... xii
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Limitation of the Problem ... 3
C. Research Questions... ... 4
D. Objectives of the Research ... 4
E. Benefits of the Research ... 5
F. Definition of the Key Terms ... 6
G. Review of Previous Studies...7
H. Graduating Paper Outline ... 8
B. Error and Mistakes ... 11
C. Sources of Errors ... 13
D.Preposition...20
E. Writing...23
CHAPTER III RESEARCH METHODOLOGY A.Research Methodology...27
B. General Situation of SMPN 3 Salatiga ... 33
CHAPTER IV DATA PRESENTATION AND DATA ANALYSIS A. Data Presentation ... 39
B. Data Analysis ... 48
CHAPTER V CLOSURE A. Conclusion... 66
B. Suggestion ... 69
REFERENCES
LIST OF FIGURE AND TABLES
Figure 3.1 Organization Structure of SMPN 3 Salatiga in the
Academic Year 2014/2015 ...35
Table 3.1 Various Level of Students‟s Achievement According Wilmar Tinambunan ...32
Table 3.2 Infrastructure of SMP Negeri 3 Salatiga in the Academic Year2014/2015...34
Table 3.2Teachers and Staffs of SMPN3 in the Academic Year 2014/2015 ...36
Table 3.3 Family Background of Students SMPN 3 Salatiga In Academic Year 2014/2015...38
Table 4.1 Test Result...40
Table 4.2 Test Score...43
Table 4.3 Percentages of Respondents Errors...45
Table 4.4 The Factors that Influence the Errors...56
INTRODUCTION
A. Background of the Study
English has a central role in the development of intellectual,
emotional, social, and also supports the success of the study in all fields of the
study. In schools, English is one of the most important lessons because it is
part of the national final examination.
English is learned by students in Indonesia since they are in the basic
level of education or elementary school. When students learn English, they
focus on the fourth language skills, they are: listening, speaking, reading, and
writing. Listening and reading are receptive skills while speaking and writing
are productive skills. All of them are to be improved in the process of
teaching and learning English.
Language is a tool of communication. English is the first foreign
language learned in schools. English is one of a foreign language and used by
the people in the world or become a tool in communication. They need
English in trading, education and also in science and technology. By using
English, people are able to improve the ability to understand any knowledges.
Each language has its own rule. This is the problem, which often
faced by Indonesian students to learn English, and they often make some
errors. Teachers should help them to solve this problem.
There are many differences between Indonesian and English systems.
learning English structure is using English preposition. English preposition is
different from Indonesian ones. They often encounter difficulties in
translating Indonesian preposition. It causes difficulties and Indonesian
students make errors in using English preposition. For example:
- I saw him in five o‟clock (incorrect)
I saw him at five o‟clock (correct)
- I saw him in Saturday (incorrect)
I saw him on Saturday (correct)
- I was born in May 16 (incorrect)
I was born on May 16 (correct)
- I saw him at the morning (incorrect)
I saw him in the morning (correct)
- I saw him on 4.30 (incorrect)
I saw him at 4.30 (correct)
The above example is one of the difficulties, which are made by
Indonesian students, which can affect the result of English teaching. In order
to succeed in the process of teaching and learning English, it is important for
English teachers to help the students solve the problems. They must make
an effort to improve English teaching process easily for their students. They
can predict the learning problems that are faced by their students in learning
the language by understanding the differences between the two language
systems. As the students learn English, the errors are unavoidable. The errors
learning are natural. Especially in learning grammar such as learning tenses,
there are many errors committed by the student.
Although errors are bads things in learning English, but error analysis
has many advantages for both students and teachers. For students, error
analysis is needed, to show them in what aspect in grammar which is difficult
for them, to show the error made by the students, to know the sources or the
cause of the errors and how the students can learn from their mistake in order
that they will not make some errors repeatedly. For teachers, it is required to
evaluate themselves whether they are succesful or not in teaching English
From the explanation above, the writer is interested in analyzing the
grammatical errors of using preposition of time in the eight year students of
SMP N 3 Salatiga and carrying out the research entitled: AN ERROR ANALYSIS OF PREPOSITION OF TIME USED IN THE STUDENTS’ WRITING ( A Descriptive Qualitative Study at The Eighth Grade Students of SMP N 3 Salatiga in Academic Year of 2014/2015).
B. Limitation of the Problem
The English teachers should make an effort to make Indonesian
students master English easily. They should understand the differences
between the English and Indonesian linguistic system. By knowing the
differences of the two language system, we can predict the learning problems
that Indonesian students might face. This research is focused on analyzing the
of preposition of time for the point itself categories (in, on, at) and function.
The writer also limits the factors that cause in learning it.
C. Research Questions
The problem that are discussed in this study can be stated as follows:
1. How are the errors of SMP N 3 S al ati ga students‟ mastery in using
preposition of time?
2. What kinds of errors made by students of eight year students of SMP 3
Salatiga in the academic year 2014/2015?
3. How to eliminate or minimize those?
D. Objectives of the Research
In accordance with the problem above, the objectives or the aims of the
study can be stated as follows:
1. To know how the errors of SMP N 3 Salatiga students‟ mastery in using
preposition of time.
2. To find out kind of errors made by the eight year students of SMP N 3
Salatiga in academic year 2014/2015.
3. To find out how to eliminate or minimize for the students‟ errors in using
E. Benefits of the Research
The writer hopes this research will be useful practically and theoritically
for:
1. The teachers
The result of this research is hoped to help English teachers
know the student‟s ability in comprehending the rules of preposition.
They are also expected to know the errors made by the students in
using preposition of time and teacher pay attention to it. They can
predict the student‟s difficulties, and help them to solve the problem in
order that its result will be better.
2. The students
The students know how to use the preposition of time, the
students know their errors in using preposition. The students are
expected to be able to avoid the same errors when they use the
preposition of time in the future time.
3. The researcher
To add the experiences and knowledges about the preposition of
time and help the writer as a candidate teacher who will teach English
F. Definition of the Key Terms 1. Error
Error is being wrong as defined in Oxford Dictionary. A
noticeable deviation from adult grammar of a native speaker, reflects
the competence of the learner (Brown, 2007: 258). According Brown
(2007:259) error is indeed reveal a system at work, the classroom
language teacher can become so preoccupied with noticing error that
the correct utterances in the second language unnoticed. The meaning
of error here is students‟ mistake in the use of preposition of time.
2. Mistake
A mistake as stated by Brown refers to a performance error that
is either a random guess or a “slip” in that it is a failure to utilize a
known system correctly (Brown, 2007: 257). A learner is said to make a
mistake when he has noticed the correct form and then he inconsistently
gets it wrong. Accordingly, when committing a mistake, he is normally
capable of recognizing and correcting. A mistake may be caused by
temporary lapses of memory, confusion, tired, sleepy, or slip of the
tongue.
3. Analysis
Analysis is study of something by examining its parts ( Oxford,
2008: 14). Detailed examination of something, in this case analysis of
using preposition of time. Analysis the students‟ error in applying
4. Error Analysis
Error analysis is the an overemphasis on production data
(Brown, 2007:259). The fact that learners do make errors, and that these
errors can be observed, analyzed, and classified to reveal something of
the system operating within the learner, led to a surge of study of
learners‟ erorrs, called error analysis (Brown, 2007:259).
5. Preposition of Time
According Warriner (1982:64) preposition is a word used to
show the relationship of a noun or a pronoun to some other word in the
sentence. Preposition of time is preposition that shows time of
occurance of something. Example preposition of time: at, in ,on, after,
before, etc.
G. Review of Previous Studies
In this study the writer takes two previous studies. The first study
had been done by Titi Asih Wijayati (2004), entitled “An Error Analysis of
The Students‟ Mastery of English Relative Pronouns in MAN Tengaran in
The Academic Year of 2003/2004”. In her study, she described the kind
of English relative pronouns students‟ mastery, the dominant sources of
errors made by the students in using english relative pronouns and the efforts
to evercome the errors.
The second previous study was done by Risti Yani Rahmawati
Paper Assignment of Writing Subject Made by The Fourth Semester Students
Of English Department at STAIN Salatiga in The Academic year of
2011/2012”. In her study, she analyzed about the kind of grammatical errors
on the use of simple present tense in paper assignment of writing subject. She
was also intended to give some contributions concerning the factors that
influence the grammatical errors on the use of simple present tense in
students‟ paper assignment.
H. Graduating Paper Outline
The graduating paper is divided into five chapters as a follows:
Chapter I presents the introduction. It explains the background the
research which discusses the reason why the writer wants to analyze the
errors of students on using preposition of time. This chapter also explain the
problem statements, objectives of research, limitation of research, benefits of
research, clarification of key term, method research, and graduating paper
outline. After that describing theoretical framework of this research will be
the main discussion in the second chapter. The third chapter, research
methodology, description the general situation of SMP N 3 Salatiga, the
teachers and staffs as the research object. To explain the sample and
population of this research and then technique collection data, analysis data,
and presentation data. Chapter IV reports the finding the research. It presents
the result of the analysis of collecting data. As the last chapter of this
conclusion of the research and suggestions. The last part is references and
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter , the writer goes to explains briefly the theoritical
framework which includes the notion of error analysis, the differences
between error and mistake, the source of errors and the explanation about
preposition and writing.
A. Error Analysis
Students who are learning a foreign language usually finds some
difficulties in applying the language. The making of errors is unavoidable
even if just a little error like misspelling word. It may be caused by the
incapability in understanding the differences between source language and
target language. Fundamentally, errors occurred because there are different
rules between mother tongue and foreign language. The making of errors is a
sign that the students have not mastered the rules of the language being
learned.
Learning is fundamentally process that involves the making of
mistakes (Brown, 2007:257). It is important for the English teacher to realize
that errors made by learned need to be analyzed correctly in order to
arranging learning strategy effectively. In addition, it is important to discuss
error analysis to under score the relevance of such analysis for teaching
English as a foreign language. Such an analysis becomes the key for foreign
Error analysis is the process of determining the incidence, nature,
cuses and consequence of unsuccesful language ( James, 1998:1). Error
analysis is the fact that learners do make errors, and that these errors can be
observed, analyzed, and classified to reveal something of the system
operating within the learner, led to a surge of study of learners‟ errors
(Brown, 2007: 259).
In another concept error, analysis is an overemphasis on production
data ( Brown, 2007: 259). Parera in Leksikon Istilah Pembelajaran Bahasa
book, stated that errors analysis is sequence of analysis or language mistake
that is committed by student, trainee/ foreign learner (Parera, 1993:7).
According to Sanal (2007:597), error analysis is a study to identify, to
describe and systematically to explain the learners‟ error by using any of the
principles and techniques provided by linguistics. It can be said that error
analysis as a process based on analysis of the students‟ errors.
Practically, error analysis can be a very useful device of a foreign
language teaching program. Errors provides feedback, they tell the lecturers
something about the effectiveness of their teaching materials and their
teaching techniques.
B. Errors and Mistakes
An error is different from mistake, so it is crucial to differentiate both
According to Brown, an error is a noticeable deviation from the adult
grammar of native speaker, reflecting the interlanguage competence of the
learner (Brown, 2007: 258). Lado as qoutes by Kinsella (1978:60), Errors are
indication of the difficulties the learners have certain aspects of the language,
which can be explained by the persistence of the habits of the mother tongue
and their transfer to the new language.
According to Erdogan, (2005:263), a learner makes a mistake when
writing or speaking because of lack of attention, fatigue, carelessness, or
some other aspects of performance. Mistake can be self corrected when
attention is called.
In other words, a mistake is a slip that the learner can self correct
whereas an error is what a learner can not self correct. From those definitions
above, the writer can also conclude that a mistake is just a slip that the learner
forgets the right form. While, an error is a deviation made by the learner
because he/she does not know the rule and will make it repetitively.
To distinguish between an error and mistake, Ellis as mentioned by
Erdogan (2005:263) also suggest two ways. The first one is to check the
consistency of learner‟s writing, if he sometimes uses the correct form and
sometimes the wrong one, it is a mistake. However, if he always uses it
incorrectly, it is an error. The second way is to ask learner to try to correct his
own deviant utterence. When he is unable too, the deviations are errors, while
Indeed, learners often make mistakes in the process of foreign
language learning. Thus, it is still not a big deal when the learners commit the
mistake either in speaking or writing since they are capable to correct the
mitake. However, learning other language becomes difficult since the target
language has different system from the native language. This difference
sometimes makes the learners make errors especially in applying grammar.
This is why analyzing learner‟s errors in learning other language would be
interesting instead of mistake analysis.
C. Sources of Errors
In order to be able to decide weather it is error or not it is needed to
understand fully the source of errors. Errors are state by Brown (2007:259),
arise from several possible general causes or sources. The source of error
could be interlingual error of the interference from the native language,
intralingual errors within the target language or and the sociolinguistic
context of communication, psycholinguistics or cognitive strategies and no
doubt countless affective variables.
1. Interlingual errors
This source of error can be called errors by negative transfer.
Richard (1974:173) states if the learners of a foreign language make
mistake in the target language by effect of his mother tongue that is
called as interlingual. For example, any Indonesian writer learning
and he may transfer his old habit to the target language. The result would
be Ahmad married with Fatma, which is not acceptable in English.
The interference of mother tongue becomes a major source of
difficulty in learning second language. Interlingual transfer is a
significant source of error for all learners (Brown, 2007: 263).
Interlingual errors may occure at different level such as transfer of
phonological, morphological, grammatical and lexica-semantic elements
of the native language into the target language (Erdogan, 2005: 265).
2. Intralingual Errors
Interference from the student‟s own language is not the only
reason for commiting errors. Students may make mistakes in the target
language, since they do not know the target language very well, they
have difficulties in using it. Richard (1974:6) writes, “intralingual
interference refers to items produced by learner, which reflect not the
structure of mother tongue, but generalization based on partial exposure
of the target langage”. Thus, intralingual errors are the direct result of the
learner‟s attempt to create language system he is learning.
Richard (1974:6) classifies the intralingual errors into four
categories, namely (1) over generalization, (2) ignorance of rule
restriction, (3) incomplete aplication of the rule, and (4) false concept
a. Over generalization.
Richard (1974:174) says “this group of error is the result of
the use of previously available strategies in new situation”. In other
words, it occurs when a learner creates a defiant structure based on
his experience of other structure in the target language. Furthermore,
overgeneralization is associated with redundancy reduction it may
occur, for instance with items which are constracted in the grammar
of the language but do not carry significant and obvious contrast for
the learner.
The –ed marker, in narative of in other past contexts, often
appears to carry no meaning since past ness is usually indicated
lexically in stories, and the essential notion of sequence in narrative
can be expressed equally well in the present for example: Yesterday I
go to university and I meet my new professor.
b. Ignorance of the rule restriction.
In this type of error, the learner fails to observe the restriction
of existing structure. Some rule restriction errors may be accounted
for in term of analogy and may result from the role learning rules.
For example, a learners may use infinitive after verb like “tell” in
“tell him to return the book” or “ask” in “I ask you to go there”.
He, then produces an utterance “I make him to do it”. In this
sentence, the learner ignores the rule restrictions of the verb “make”
The learner mostly tends to generalize syntactic rules; he has
previously learned, ignoring the rule.
c. Incomplete of the rule restriction
Intralingual error of this type may occur when the learner
fails to aply the rules completely due to the stimulus sentences. It
shows an utterance of stuctures whose deviancy represents the
degree of development of the rules required producing acceptable
utterances.
d. False concept hyphotized
It is derived from the faulty comprehension of destinations in
the target language. The learner fails to use the correct concepts.
These errors are sometimes due to the poor gradation of teaching
items. The form “it‟s” may be interpreted as “its” such as in Its
pleasant in the garden instead of It‟s pleasant in the garden.
According to Corder in Emmaryana (2010: 8), errors divided into four
categories: omission of some required element, addition of some necessary or
incorrect element, selection of an incorrect element, and miss-ordering of
element. And here are the explanations:
1. Omission
Certain linguistic forms may be omitted by the learners because of
their complexity in production. Omission also occurs in morphology.
marker –s and the past tense inflection –ed. A learner could say, for
example: “I watch the movie last night”. Instead of: “I watched the movie
last night”.
2. Addition
Learners not only omit elements which they regard as redundant
but they also add redundant element. For example: - I swims - The books
is here. Instead of: “I swim” and “The book is here”.
There are two categories of addition according to Dulay as cited by
Mucholimi (2011: 30). Those are:
a. Double marking
Double marking happens when the learners failed to delete some
unnecesary item that identified as error. For example, as in “She does not
reads the book.” In the example, there are two tenses marker: “does” and
“reads”. The used of auxiliary and verb seem as such phenomena that be
common errors in constructing sentences.
b. Regulation
Regulation occurs when learners confuse to decide the use of
regular and irregular form. For instance: “eated” and “childs”. These kind
of errors happened when learners use the tense marker –ed in irregular
verb or when putting the suffix –s in the noun that do not have the addition
3. Selection
Learners commit errors in pronunciation, morphology, syntax and
vocabulary due to the selection of the wrong, phoneme, morpheme,
structure or vocabulary item. For example: “Fika is smartest than Femy”.
Instead of “Fika is smarter than Femy”.
4. Ordering
Miss-ordering can occur in morphological level. Miss-ordering of
bound morpheme in English is perhaps less frequent, given their limited
number, but in the example “He is got upping now”, the learners attaches
the inflection –ing to the particle of the two words verb “get up”. Students‟
errors may be distinguished as follows:
a. Errors Performance is unsystematic and not very serious, because the
students themselves can correct them when their attention is drawn to
them. These errors are attributed to carelessness, lapse of memory, ill
health, emotional health, etc., and they should not worry us.
b. Errors Competence is persistent and systematic and in consequence
serious, and their treatment calls for careful analysis to discover their
cause. These errors represent the learners‟ traditional competence
Norrish in Emmaryana (2010:7) classifies causes of error into three
types that is carelessness, first language interference, and translation. The
three types of causes of error will be discussed briefly below.
1. Carelessness. It is often closely related to lack of motivation. Many
teachers will admit that it is not always the student‟s fault if he loses
interest, perhaps the materials and/or style of presentation do not suit him.
2. First language. Norrish states that learning a language (a mother tongue or
a foreign language) is a matter of habit formation. When someone tries to
learn new habits the old ones will interfere the new ones. This cause of
error is called first language interference”.
3. Translation. It is one of the causes of error. This happens because a
student translates his first language sentence or idiomatic expression into
the target language word by word. This is probably the most common
cause of error.
Another expert who discusses the sources of error is Richards in
Schummann and Stenson in his article “Error Analysis and Second language
Strategies”. He classifies sources of errors into six points:
1. Interference, that is an error resulting from the transfer of grammatical
and/or stylistic elements from the source language to the target language.
2. Overgeneralization, that is an error caused by extension of target language
3. Performance error, that is unsystematic error that occurs as the result of
such thing as memory lapses, fatigue, confusion, or strong emotion.
4. Markers of transitional competence, that is an error that results from a
natural and perhaps inevitable development sequence in the second
language learning process (by analogy with first language acquisition).
5. Strategy of communication and assimilation that is an error resulting from
the attempt to communicate in the target language without having
completely acquired the grammatical form necessary to do so.
6. Teacher-induced error that is an error resulting from pedagogical
procedures contained in the text or employed by the teacher (Richard in
Emmaryana, 2010:7).
D. Preposition
Wren and martin (2000:129) states that preposition is a word placed
before a noun or pronoun to show in what relation the person or thing denoted
by it stands in regard to something else. The noun or pronoun which is used
with a preposition is called objects. Prepositions are words which, as their
name implies, are placed before a noun phrase (Leech, 1975: 274). According
Warriner (1982: 64), preposition is a word used to show the relationship of a
noun or pronoun to some other word in the sentence.
Frank (1972 : 163) states that preposition is classified as a part of
speech in traditional grammar, However preposition as well as conjunction is
1. Each is composed of small class of words that have no formal
characteristic endings.
2. Each signal syntactic structures function as one of the other part of
speech.
For those reasons, modern linguistic prefer to classify preposition as
structure words rather than as part of speech. Preposition have basically two
function:
1. Preposition is to connect the noun (all type of nouns) to the rest of
sentence
2. Preposition is specify the position of the nouns (persons or objects)
Preposition of time may introduce not only adverbial prepositional
phrase, as in those just given, but they may also introduce adjective phrase
that modify nouns or pronouns (Frank, 1972: 165). According to Yates
(1999:143), the functions of preposition:
1. Preposition of time in
a. In time: not too late for an event
Example: Try to get here in time to help me.
b. A century, decade, year season, month
Examples: He lived in the sixteenth century.
That singer was popular in the eighties.
c. In gives a quantity of time before which something will happen
(Frank, 172: 164)
Example: I can see you in an hour from now.
d. The preposition in is used in time expressions in the past, in the
present, in the future (Azar, 1992: 45).
Examples: Please be on time in the future.
I usually watch TV in the evening.
2. Preposition of time on
a. On time: at the required time
Example: He is punctual; he always arrives on time.
b. On the dot: at the exact minute
Example: Be here at ten o‟clock on the dot.
c. A day, days, a date, dates, weekday, weekday morning, part of day
(afternoon, evening).
Examples: She is coming on Monday.
She doesn‟t work on Tuesdays.
I heard that singer on my birthday.
I have a class on Thursday morning.
3. Preposition of time at
a. At around, at about: at an approximate time
Examples: We will leave at around six,
b. Nigh, midnight (at used with a part of the day considered as a point.
Example: I saw him at noon.
c. At used with an hour of the day
Example: I saw him atfive o‟clock.
E. Writing
Writing is one basic skill in learning English beside listening,
speaking, and reading. To write means to communicate using written
language. In writing, all information is delivered through text. Writing means
producing or creating a piece of text. Harmer (2001: 249) states, language
production means that students should use all and any language at their
disposal to achieve a communicative purpose rather than be restricted to
specific practice points. Writing is more difficult rather than other language
skills because it needs well knowledge and hard thinking when they are
produce words, sentences and paragraphs with a good grammatical.
Harmer (2001: 255) said:
Written text has a number of conventions which separate it out from
speaking. Apart from differences in grammar and vocabulary, there
are issues of letter, word, and text formation, manifested by
handwriting, spelling, and layout and punctuation.
It means that good content of writing only is not enough. A writer
punctuation, and spelling to facilitate him/her in expressing his/her ideas,
experiences, thoughts, and fellings. The writing should be organized well, in
order to be easily read and understood by the readers.
In other word, writing is first and foremost an intellectual activity.
Writing is also a sosial process. It puts one mind (the writer‟s) in touch with
other minds (those of the audience) and creates a community (Beene and
Kopple, 1992: 67). Like reading and reasoning, writing is a recursive
process: it involves overlapping and repetition (Beene and Kopple, 1992: 68).
To write is put down the graphic symbols that represent a language one
understands, so that other can read these graphic symbols if they know the
language and the graphic representation. But, writing is the partial
representation of units of language expression (Lado, 1983: 143).
From the explanation above , it can conclude that writing is the way or
the process to express or to represent writer‟s knowledge into a textual
medium by following linguistic rules.
1. The writing process.
Writing, particularly academic writing, is not easy. It takes study
and practice to develop this skill. For both native speakers and new
learners of English, it is important to note that writing is a process, not a
product (Oshima, 1991: 3). There are four components of a writing
process: inventing, drafting, revising, and editing (Beene and Kopple,
a. Inventing
Inventing is the crafting before write a first draft. Inventing, a
prewriting stage, includes choosing a topic or issue, discovering about
the topic, narrowing and shaping ideas into a plan, and framing a
generalization that sets forth perspective on topic and suggest how the
text will present perspective and ideas.
b. Drafting
Drafting includes proposing a thesis statement, deciding on
tone, and outlining ideas- everything involved in actually writing first
draft.
c. Revising
Revising includes rethinking the content, organization, and
level of formality of text. Revising is the key to success because the
process of rewriting gives work organility and substance.
d. Editing
Editing includes check revised draft for misspellings,
grammatical confusion, cliches, or incoherence and putting text in a
format suitable for audience.
2. The purposes of writing
The goal of written language is to convey information accurately,
effectively, and appropriately; and to do this written language has to be
more explicit than spoken discourse ( Richards, 1990: 101). In another
can interpret factual information in a way that shows the information is
now part of academic experience (Beene and Kopple, 1992:
72).According Oshima and Hogue (1991: 3), the purpose of a piece of
writing determines the rhetorical form chosen for it. A persuasive essay
CHAPTER III
RESEARCH METHODOLOGY
After discussing the theoretical framework on previous chapter, the writer
is going to discuss the research methodology.
A. Research Methodology
1. Type of the research
In this research, the writer chose an error analysis method
to analyze the data. According to Sanal (2007:597), error analysis is a
study to identify, to describe and systematically to explain the learners‟
error by using any of the principles and techniques provided by
linguistics.
The researcher used a qualitative research which is linked to Muijs in
Saparin (2013:7), qualitative research is actually an umbrella term
encompassing a wide range of method, such as interviews, case studies,
ethnographic research and discourse analysis, to name just a few
examples.
2. Object of the research
Population is all subject intended to be investigated (Arikunto,
2010: 173). Population is a set of all elements processing one or more
attribute of interest. The statement confirms that the writer should take the
population whose characteristics are closely related to the subject of
study the writer take the students of SMP N 3 Salatiga as a population. The
second year student of SMP N 3 Salatiga has nine classes and 244
students.
Sample is part of subject research. A chosen sample must really
represent the population because the result of the research will be
generated toward the entired population. Representative sample will
influence the validity to the result. The writer took two classes as sample,
it is consisted 50 students. As Arikunto (1996:120) said that if the
population is more than 100 subjects, the writer can take about 10-15% or
20-25% or more out of the population.
Sampling is the way of taking sample. In this research the writer
uses purposive sampling. Arikunto (1996:183), Purposive sampling is a
technique of sampling based on some consideration. Some consideration to
take the sample that the researcher used are as follow:
a. The subject which taken as the sample in this research should be the
eight year students. The writer chooses this qualification because those
students had been taught about preposition of time in the first year.
b. The writer took two classes which are taught by one teacher because
this factor helps to make sure that the teaching and learning condition
are likely similar.
From consideration above, the writer took 26 students from
class VIII A and 24 students from class VIII B as the sample. It means
of this research. In order to assess and analyze the students‟ errors in
writing the preposition of time in the sentence the writer asked 25 and
give the test 50 eight year students of SMPN 3 Salatiga in academic
year 2014/2015 about the functions of preposition of time in, on, at.
3. Techhnique of Data Collection
In this study, the writer collects the data by the technique as follows:
a. Documentation Method
Documentation method is collecting a number of data that school
have. The documentation method is used to get the students‟ names and
general situation of SMP N 3 Salatiga that used as supporting data for this
research.
b. Test
Test is sequence of questions, exercises, or the other instrument
which is used to measure the knowledge, intelligence, ability or talent that
owned by the individual or group (Arikunto, 2010: 193). This test is
important instrument to know the students‟ ability in using preposition of
time and then analyze the result to find the errors. The writer conducts
with objective test in short answer.
1). Preparation of Test Items.
The writer classified the possible errors in using preposition of time
into three categories:
a) Errors in the use preposition of time in.
c) Errors in the use preposition of time at.
2). Arrangements of Test Items.
After classifying the errors into those categories, the writer arranges
the test items into the following number.
a) Test on the use preposition of time in, number 1, 6, 9, 14, 17, 20,
23.
b) Test on the use preposition of time on, number 3, 4, 7, 10, 11, 15,
18, 22, 24.
c) Test on the use preposition of time at, number 2, 5, 8, 12, 13, 16,
19, 21, 25.
c. Interview
Sugiyono in Rahmawati (2012:25) that Esterberg points out,
“Interview is a meeting of two persons to exchange information and
idea through question and responses, resulting in communication and
joint construction of meaning about particular topic.”
Sugiyono in Rahmawati (2012:25) that Susan Stainback
mentions as follow: “Interviewing provides the researcher a mean to
gain a deeper understanding of how the participants interpret a
situation or phenomenon.”
4. Technique of Data Analysis
To analyzed the students‟ error in using preposition of time,
the writer uses quantitative (statistical) analysis to analyze the ability
the students and from this test, there will be data collection. To know
the student‟s error, the writer will group the wrong answer they made,
and there will be data analysis to come to conclusion.
a. Statistical Analysis
To analyze how many percent of the errors made by the first
year students, using the formula (Anas, 2010: 43):
P = x 100 %
Where:
P = percentage of error
F = frequency is looking for percentage
N = number of cases ( number of frequency / number of individual)
The writer also looks the average of the percentage of error by using
formula:
M = ∑
Where:
M = the average of the score
∑ X = the number of score
N = the number of cases(respondents)
b. Non-Statistical Analysis
In order to find out the caused of errors, the writer analyze
by using non-statistical analysis based on the performance data.
That the real errors made by the students. In the non statistical
analysis by the use of five letters: A, B, C, D, E, which expressed
various level of achievement (Tinambunan, 1988: 129). In addition,
it was relatively easy to translate from letter grading to percentage
grading .
Table 3.1
Various Level of Students’s Achievement According Wilmar
Tinambunan
Percentage of correct answer
Grade Level of achievement
93–100 percent correct A. Outstanding Outstanding
achievement
85-92 percent correct B. Very good Above average
achievement
75-84 percent correct C. Satisfactory Average achievement
60-74 percent correct D. Very weak Below average
achievement
Below 60 percent correct
E. Fail Insufficient achievement
a. Interlingual error
Interlingual error is caused by the interference of learner‟s
mother tongue. Interference from the mother tongue is clearly as
major source of difficulty in second language learning.
b. Intralingual error
Intralingual error is the negative transfer of items within the
target language. Jack C. Richard (1974:6) states the intralingual errors
rule restriction (3) incomplete aplication of the rules and (4) semantic
error.
B. General Situation of SMPN 3 Salatiga 1. Identity of SMPN 3 Salatiga
Name of School : SMP Negeri 3 Salatiga
SK : 443 / C / Kep / I / 1993
Statistic Number : 201036201003
Address : Stadion Street No.04, Sidomukti, Salatiga 50721
Website : www.smpn3salatiga.sch.id
E-mail : smp_netisa_ssn@ymail.com
Phone : (0298) 326260, 313 721
Fax : (0298) 326 260
Build : August 1st, 1954
Day school : Monday-Saturday (07.00-12.50)
Headmaster : Bambang Subiyakto Mpd.
2. Vision and Mission of SMPN 3 Salatiga a. Vision of SMPN 3 Salatiga
Race achievement, Pioneer in technology and Model in attitude to
create "SEGAR"(Santun Energik Gembira Arif Reevaluasi).
b. Missions of SMPN 3 Salatiga
1) Improve the learning motivation.
3) Create smart, competent and creative generations who
has nationality.
4) Create familial spirit and best achievement
5) Create harmonies condition, good emotion and intellectual to
reach the goal of national education
3. The Situation of Educational Facilities
Tabel 3.2
Infrastructure of SMP Negeri 3 Salatiga in the Academic Year 2014/2015
NO NAME SIZE
(M2) CONDITION TOTAL
1. Classroom 2583 Good 24
2. Library 84 Good 1
3. Laboratory 88 Good 1
4. Art and Culture
Room 84 Good 2
5. Multimedia 72 Good 2
6. Auditorium 243 Good 1
7. Headmaster
Room 112 Good 1
8. Vice Chairman
Room 24 Good 1
9. Teacher Office 144 Good 1
10. Administration
Office 72 Good 1
11. Storeroom 24 Good 2
13. Teacher's Toilet 30 Good 5
5. The Situation of Teachers and Staffs. Table 3.3
Teachers and Staffa of SMPN3 Salatiga in Academic Year 2014/2015
10. DY Dwi Estuningdyas, S.Pd Indonesian Language
11. ED Endang Srinowo D, S.Pd Indonesian Language
12. AM Siti Aminah S.Pd IndonesianLanguage
13. DW Dewi Wardah, S,Pd Indonesian Language
14. RS Retno Setyowati, S.Pd Indonesian Language
15. DR Dwi retno BW, S.Pd Mathematic
16. JS Jusmaniar, S.Pd Mathematic
17. AA Anastasia Tri Astuti, S.Pd Mathematic
18. YN Hj. Sri Mulyani, S.Pd Mathematic
19. AP Anik prihati, S.Pd Mathematic
20. IK Ika Resmanawati, S.Pd Mathematic
21. PR Patricia RK, S.Pd Mathematic
23. IS Ismanto, A.Md.Pd Physic
24. EP Dra. Endang Pratiwi TP Biology
25. JH Johan Ananto TL, S.Pd Biology
26. RW Retno Wigati, S.Pd Biology
27. RN Eleanore Harini, S.Pd History/PKn/IT
28. TA Titik Anggrahini, S.Pd Geography
29. GI Drs. Giyono Geography
30. DP Danny Pranindyo, S.Pd Economy/Geography
31. KR Kristanto Adni N, S.Pd Economy/TIK
38. EN Eny Setyowati, S.Pd Javanese Language
51. PM Dwi Puji M, S.Kom IT
52. Staff Indriyati Triningsih, S.Pd Administration
53. Staff Retno Setyowati, S.Pd Librarian
54. Staff Sugiarti Laboratory
55. Staff Sularno Canteen
56. Staff Daryono Security
57. Staff Slamet Gardener
6. The Situation of Students
The total numbers of students SMPN 3 Salatiga in academic
year 2014/2015 are 700 students. They come from various areas with
different background. The tables below are summary of the data:
Table 3.4
Family Background of Students SMPN 3 Salatiga In Academic Year 2014/2015
NO OCCUPATION PRESENTASE(%)
1. PNS 18,3
2. TNI/POLRI 8,3
3. Farmer 5,8
4. Swasta 49,2
5. Wiraswasta 15,6
6. Politician(DPR) 0,2
7. Village Official 0,4
8. Fisherman 2,2
CHAPTER IV
DATA PRESENTATION AND DATA ANALYSIS
After conducting the research, the result and its analysis will be presented
in this chapter.
A. Data Presentation 1. The Test Result
In the procedures of analyzing data, the writer uses descriptive
quantitative method. This method is used to describe the ability of the
students in using preposition of time. To get the data the writer gives the
test that consist of twenty five items about preposition of time in, on and
at. After collects the test, the writer calculates the test result. The test
results are shown on the table 4.1.
2. The Test Score
After calculates the test result the writer calculates the score of
each student. Based on the test result above, the writer presents the score
Table 4.1 The Test Result Number of
Respondents
Number of Item
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1 × × × √ × × √ √ × × √ × √ √ × √ √ × √ √ × √ √ × ×
2 × × × × × × × √ × √ √ × √ × √ √ × √ √ √ √ × √ × ×
3 √ √ √ × × √ √ √ √ × × √ √ √ × × √ × √ √ √ √ √ × √
4 × × √ × × × √ √ √ √ √ √ √ √ × √ √ × √ √ √ × √ × ×
5 × × × √ × × √ √ × √ × × √ × √ √ × √ √ × √ √ √ × ×
6 √ × × √ √ √ √ √ √ √ √ × √ √ √ √ √ √ √ √ √ √ √ × ×
7 × × × √ × × × √ × √ √ × √ √ √ √ √ √ √ √ √ √ √ × ×
8 × × × √ × × √ × √ √ √ √ × × × × √ × √ √ √ √ × × ×
9 × √ × √ × × √ √ × √ √ √ √ √ √ √ √ √ √ √ √ √ √ × √
10 × √ × √ × √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ ×
11 × √ × √ × × √ √ √ √ √ × √ √ √ √ √ √ √ √ √ √ √ × √
12 √ × √ √ √ √ √ √ √ √ √ × √ √ √ × √ √ √ √ √ √ √ × ×
13 × × √ √ × × × √ × √ × √ √ √ √ × √ √ √ √ √ √ √ × ×
15 × √ × √ × √ × √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ × ×
16 × × √ × × × √ √ √ √ √ × √ × × × √ × √ √ √ × √ × ×
17 √ √ × × × √ × √ √ × × √ √ √ √ √ √ √ × √ √ √ √ × √
18 √ √ × √ × √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ × √
19 √ √ × √ × × × √ × × √ × √ √ √ √ √ √ √ √ √ √ √ × √
20 × √ × √ × √ √ √ √ √ √ √ × √ √ × √ √ √ √ √ √ × × √
21 √ × √ √ × √ √ √ √ √ √ × √ √ √ √ √ √ √ √ √ √ √ × ×
22 √ √ √ × × √ √ √ √ × × √ √ √ × √ √ × √ √ √ √ √ √ √
23 √ √ × × × √ × √ √ √ × √ √ √ √ × √ √ √ √ √ × √ √ √
24 × √ × × × × × √ √ √ × × √ √ √ √ √ √ √ √ √ × √ × √
25 √ × × √ × × √ √ √ √ √ × √ √ √ √ √ √ √ √ √ √ √ √ ×
26 √ √ × √ × √ × √ √ √ √ × √ √ √ √ √ √ √ √ √ × √ × √
27 √ × × √ × √ × × × × √ × × × √ × √ √ √ √ √ × √ × ×
28 × √ × × × × × √ × √ × √ √ × √ √ √ √ √ √ √ √ √ × ×
29 √ × × × × √ √ × √ √ × √ √ √ √ √ × √ √ √ √ √ × × √
30 × √ × √ × × √ √ √ √ √ × √ √ √ √ √ √ √ √ √ √ √ √ √
31 × × √ × × √ × √ × √ √ × √ × √ √ √ √ √ √ √ × √ √ ×
33 × √ √ × × √ × √ × × × × √ √ √ × √ × √ × × × × × ×
34 √ × √ × × × √ √ √ √ √ × √ √ √ √ √ × √ √ √ √ × × √
35 × × √ √ × × √ √ √ √ √ × √ √ √ √ √ √ √ √ √ √ √ × ×
36 × √ √ × × × √ √ × √ × √ √ √ × √ √ √ √ × √ √ √ × ×
37 × √ × × × × × √ √ √ √ × √ × √ √ × √ √ × √ √ √ √ ×
38 × × × × × × × √ × √ × × √ √ √ √ √ √ √ √ √ × √ × ×
39 × × × √ × × × × × × × × × × × × × × √ × √ × √ √ ×
40 × × × √ × × √ √ × √ √ × √ × √ √ × √ √ × √ √ √ × ×
41 × × √ × × × √ √ × √ √ × √ × × √ √ × √ √ √ √ √ × ×
42 √ × × √ × √ × √ √ √ × × √ √ √ √ √ √ √ √ √ √ × × ×
43 × √ × √ × × × × × √ √ √ × × √ × × √ √ × √ × √ √ √
44 × × √ √ × × √ √ × √ √ × √ √ √ × √ × √ √ √ √ × × ×
45 × √ × √ × × × × × √ √ √ × √ √ × √ √ √ √ √ × √ × √
46 × × × √ × × × √ × √ √ × √ √ √ √ √ √ √ √ √ × √ √ ×
47 √ √ × √ × √ √ √ √ √ √ × √ √ √ √ √ √ √ √ √ × × × ×
48 × × √ √ × × √ √ × √ √ √ √ × √ √ × √ √ × √ × √ √ ×
49 × × × √ × × × √ × √ √ √ √ × √ √ √ √ √ × √ × √ √ ×
21.
After knowing the total score, the writer determines the average of
score by using the following formula:
M = ∑
Where: M = the average of the score
∑ X = the number of score
N = the number of case(respondents)
The calculation data is as follow:
MX = ∑ MX =
=62,56
In finding the percentage of errors, the writer uses formula as
P = x 100 %
Where:
P = percentage of error
F = frequency (from the error)
N = number of case
3. Percentage of Respondents Errors
Based on the test result, the writer calculates the precentage of each
student from two classes and presents on the table below:
Table 4.3
Percentage of Respondents Errors
No Respondents
Incorrect
answer
Correct
answer
Percentage of
errors
1 A S L 13 12 52%
2 A D S 14 11 56%
3 A G 8 17 32%
4 A W 10 15 40%
5 B A N 13 12 52%
6 B K S 5 20 20%
7 C A S 10 15 40%
8 C A 14 11 56%
10 D A 4 21 16%
11 G D C 6 19 24%
12 G N 5 20 20%
13 I F 10 15 40%
14 I F S A 7 18 28%
15 I P 6 19 24%
16 K F 13 12 52%
17 K D N A 8 17 32%
18 L S 3 22 12%
19 N I P 8 17 32%
20 P J 9 16 36%
21 R S A 5 20 20%
22 S A 6 19 24%
23 W C 7 18 28%
24 Y TM 10 15 40%
25
A N F 6 19 24%
26 A G A R 6 19 24%
27 A P M 14 11 56%
28 A A K 11 14 44%
29 B A P 10 15 40%
30 C A P 5 20 20%
32 D S S A 9 16 36%
33 E P H 17 18 68%
34 F T P U 8 17 32%
35 F A 7 18 28%
36 G S 10 15 40%
37 H W 10 15 40%
38 H D R 13 12 52%
39 M N 20 5 80%
40 N E S 12 13 48%
41 N A 12 13 48%
42 N P S 9 16 36%
43 O N K 13 12 52%
44 P D R 11 14 44%
45 P D I 11 14 44%
46 R N S 10 15 40%
47 S I F 7 18 28%
48 T N 10 15 40%
49 WH 11 14 44%
50
Y Y 4 21 16%
B. Data Analysis
1. Analysis Per Item
To get the percentage of student‟s errors in using preposition of
time, the writer analyze by used the formula as follows:
P = x 100 %
1. History is the study of events that occured _______ the past.
33 students answered incorrect and 17 students answered correct.
The percentage of incorrect answer is:
x100%= 66%
The correct answer is “ History is the study of events that occured in the
past.”. The answer of this question is in, because time expression in the
past.
2. Last year I was a junior in high school. _____present, I am a senior
high school.
28 students answered incorrect and 22 students answered correct.
100%= 56%
The correct answer is “ Last year I was a junior in high school. At
present, I am a senior high school.
The answer of this question in at, because time expression in the
present.
3. I moved here ____ September 1990
34 students answered incorrect and 16 students answered correct.
x100%= 68%
The correct answer is “ I moved here onSeptember 1990”. The answer
of this question is on, because the time shows a month in year.
4. I moved here ____September 3.
17 students answered incorrect and 33 students answered correct.
The percentage of incorrect answer is:
x100%= 34%
The correct answer is “ I moved here on September 3”. The answer of
this question is on, because the time shows a date.
5. Ms. Walker can‟t come to the phone right now. She is in
meeting_____ the moment.
47 students answered incorrect and 3 students answered correct.
The percentage of incorrect answer is:
x100%= 94%
The correct answer is “ Ms. Walker can‟t come to the phone right
now. She is meeting atthe moment”. The answer of this question is at,
because the time shows a part of day considered as a point.
6. We don‟t know what will happen ____ the future.
33 students answered incorrect and 17 students answered correct.
The percentage of incorrect answer is:
x100%= 66%
