Judul Skripsi: Error Analysis Using Preposition of Place on Eighth Grade Junior High School Students (A Descriptive Study at SMP Kartika XX-3 Yon Armed Makassar). Judul Skripsi: Error Analysis Using Preposition of Place on Eighth Grade Junior High School Students (A Descriptive Study at SMP Kartika XX-3 Yon Armed Makassar). NURDAWATI 2017.An Error Analysis Using Preposition of Place on Eighth Grade Junior High School Students at SMP Kartika XX-3 Yon Armed Makassar.
The purpose of this study was to find out the factors that cause students' errors in using the preposition of place. This study also aimed to make some contributions to the factors that influence the grammatical errors on the use of preposition of place and how to overcome the errors. Based on the result of data analysis, from the total students' errors in using preposition of place, there were 56.5% errors in using preposition of place in, 31.9% preposition of place, there were 56.5% errors in using of preposition for place in, 31.9%.
INTRODUCTION
- Problem Statement
- Objective of the Study
- Significance of the Study …
- Scope of the Study
It causes Indonesian students to face difficulties and make mistakes when using the English preposition of place. For example, they often say, "The book is on the table," instead of saying, "The book is on the table." It makes Indonesian students have a hard time learning English, especially when using the place preposition.
What are the causes of place preposition errors made by eighth grade students of SMP Kartika XX-3 Yon Armed Makassar. The causes of errors in the use of the preposition of place made by eighth grade students of SMP Kartika XX-3 Yon Armed Makassar.
REVIEW OF RELATED LITERATURE
The Concept of Error
- Error Analysis
- Error and Mistake
- The Interference
- Sources or Causes of Error
- Step of Error Analysis
During the learning and use of a foreign language, one of the most hindering factors in the occurrence of errors and mistakes. Making mistakes is a sign that students have not mastered the rules of the language they are learning. According to Sanal states that error analysis is a study to systematically identify, describe and explain students' error using any of the principles and techniques provided by linguistics.
It can be said that error analysis as a process based on the analysis of students' errors. Corder (1973) states that error analysis is the study analysis of errors made by second language learners to predict errors or difficulties in foreign language learning. He defines error analysis as the process of observing, analyzing and classifying deviations from the rules of the second language and then discovering the systems operated by the learner.
It means that the use of linguistic norms in sentences is sometimes true and sometimes false. An error is made by the learner because he does not apply the rule(s) he actually knows, in other words, an error is an unsystematic deviation from language norms. The source of the error may be cross-linguistic interference from the native language, intra-linguistic errors in the target language or the sociolinguistic context of communication, psycholinguistics or cognitive strategies, and undoubtedly countless affective variables.
Therefore, a teacher or linguist can make a prediction of the relative difficulty of a given aspect of the second language. Thus, intralinguistic errors are the direct result of the learner's attempt to create a language system he is learning. Or he can guess and then ask for confirmation from the then speaker for the correctness of the attempt.
Richard says that “this group of errors is the result of using previously available strategies in a new situation”. In this sentence, the learner ignores the rule constraints of the verb 'make', that is, the verb 'make' is always followed by an infinitive without 'to'.
Preposition
- Preposition of Place : at, in, and on
- The Misuse of Preposition
Generally we use in for an enclosed space: in the garden, a country, a city, a building, a room. To say "the ball is in the box" you could explain that the ball is surrounded by the box, but this explanation seems vaguer than the exact location implied in the original statement. When we say "the ball is on the box" we mean that the ball is vertically above the box, but still touches it.
In general, we use ob for a point: at the corner, at the bus stop, at the station, at the top of the page, at the end of the road. If a husband calls his wife from work and asks where she is, she might say "At home." He doesn't need to know if he is in the laundry room, in the garden or in the children's room. In these cases, the listener only wants to know the relative location of the speaker, so at is sufficient.
In fact, in some cases the listener can become confused if the speaker is too specific ("I'm in the library"). Once the listener is closer to the speaker, the speaker can switch to more specific prepositions, such as "I'm in the library". The students reveal that misuse of preposition is one of the observable errors in students' use of English at school.
From the different uses of prepositions; using the preposition after the adjective is the most misused preposition. The result of the study also shows that the students were able to show and demonstrate a good knowledge of the preposition of place and to avoid the error of omitting the specified nodes in the use of the preposition. a. This is probably because they are such small words and often have direct equivalents in the native language and in the foreign language.
Conceptual Framework
This happens because a student translates his first language sentence or idiomatic expression word for word into the target language. Overgeneralization, this is an error caused by extending target language rules to areas where they do not apply. Overgeneralization covers cases where the learner creates a deviant structure based on his experience of other structures in the target language.
RESEARCH METHOD
- Variables and Indicators
- Population and Sample
- Research Instrument
- Data Collection
- Data Analysis
The researcher used the test to get data about mistakes made by the students in using preposition of place. To analyze students' errors in using preposition of place, the researcher used both quantitative (statistical) and qualitative descriptive analysis (non-statistical qualitative analysis). Percentage of the students' errors when using the preposition of place Table 4.1 The sum of the students' errors when using the preposition of place.
The questions in number B.1 “The stone hit me in the face”, the answer is not true and B.3 “There is pollution in the air” the answer is true, the whole student made a mistake in answering it . The table above shows the total of the correct score of the 13 students when answering 20 prepositions of place questions. The table above shows the total of the incorrect scores of the 13 students when answering 20 prepositional place questions.
Some of the students are not too interested in learning about that preposition of place. As stated in previous chapter, the data sources of this study are the students' error in using preposition of place. This study revealed that the students made many mistakes when answering the test on preposition of place.
In this case, students need to deeply understand the difference between the use of preposition of place in English. Teachers should motivate their students in learning English, especially when using the preposition of place. Students need to study hard and seriously when learning English, especially when using the preposition of place.
FINDING AND DISCUSSION
Discussion
After identifying and analyzing the students' errors in using the preposition of place, the researcher intends to discuss the findings explored in this section to answer the research question. It caused the students to not really understand grammar in English, especially regarding the use of the preposition of place in, on and at. In this section, the researcher analyzed the systematic deviation from the accepted system of the target language.
Preposition of place in Indonesia is only one which is "di" but in English the preposition of place is in, on and at. Based on the above explanation, the researcher concluded that the errors made by the students in using the preposition of place, which are categorized as Causes of errors, are the term caused by carelessness and overgeneralization. Based on the data on the learner's errors in using the preposition of place, it can be concluded that the factors causing the learner's errors are the different functions of the preposition of place in, on and at the place where the students have not yet really understood, are incomplete. of the rule restriction.
The teacher should focus on the student's motivation in using the preposition of place by explaining the characteristics and function of the preposition of place. Teachers should provide some exercises and examples of English sentences, especially when using the preposition of place. The teacher should help them to recognize English, especially the suggestion of the city, so that they know how to use English and how to motivate students to improve their skill in using sentences.
In the learning process of the lesson, the students must be active, and they must ask something about using the preposition of place. It is used to know the determining factors that caused students' mistakes in using preposition of place. The background of eighth grade students in SMP Kartika XX-3 Yon Armed Makassar why they do not master preposition of place yet.
CONCLUSION AND SUGGESTION
Suggestion
A learner-based study on second language lexicology for Turkish students of English, PhD thesis, Cukurova University retrieved March 2012.
