the mastery of prepositions for and to among the sixth

THE MASTERY OF PREPOSITIONS FOR AND TO AMONG THE SIXTH

SEMESTER STUDENTS AT ENGLISH LETTERS DEPARTMENT

OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS

Presented as Partial Fulfilment of the Requirements

For the Degree of Sarjana Sastra

in English Letters

By

By

I MADE ALVIANTO PUTRA PALAMBA

Student Number: 12424120

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

THE MASTERY OF PREPOSITIONS FOR AND TO AMONG THE SIXTH

SEMESTER STUDENTS AT ENGLISH LETTERS DEPARTMENT


AN UNDERGRADUATE THESIS

Presented as Partial Fulfilment of the Requirements

For the Degree of Sarjana Sastra

in English Letters

By

By


Student Number: 12424120

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


A Saljana Sastra Undergraduate ThesIs

THE MASTERY OF PREPOSITIONS FOR AND TO AMONG THE SIXTHSEMESTER STUDENTS AT ENGLISH LETTERS DEPARTj\1lENT


By


Student Number. 1242t4I20

Approved by

Anna Fltriati, S. Pd., M. Hum.Advisor

Nina lsti~anah, S.Pd., M.Hum.Co-Advisor

August 11,2016

August II, 20I6


A Soljona Sastro Undergraduate Thesis

THE MASTERY OF PREPOSITIONS FOR AND TO AMONG THE SIXTHSEMESTER STUDENTS AT ENGLISH LETTERS DEPART~fENT


By


Student Number: 124214t20

Defender before the Board of ExaminersOn August 29,2016

And Declared Acceptable

BOARD OF EXAMINERS

Name

Chainnan

Secretary

Member 1

Member 2

Member 3

: Dr. F.X. 8iswadi, M.A.

: A.B. Sri Mulyani, M.A., Ph.D.

: Adventina Putranti, 8.8., M. Hum.

: Anna Fitriati, 8.Pd., M.Hum.

=Anna lsti'anah, S.Pd., M.Hum.

iv


SfATEMENT OF ORlGlNALITY

I certifY that this undergraduate thesis contains no material which has been

previously submitted for the award of any degree at any university, and that, to the

best of my knowledge, this undergraduate thesis contains no material previously

written by any other person except where due reference is made in the text ofthe

undergraduate thesis.

Yogyakarta, August to, 20t6

I Made Alvianto Putra Palamba

v


LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMlAHUNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan. di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : I Made Alvianto Putra PalambaNomorMahasiswa ; 124214120

Demi pengemhangan ilmu pengetahuan saya memherikan kepada PerpustakaanUniversitas Sanata Dharma karya ilmiah saya yang beIjudul

THE MASTERY OF PREPOSITIONS FOR AND TO AMONGTHE SIXTH SEMESTER STUDENTS AT ENGLISH LETTERS

DEPARTMENT OF SANATA DHARMA UNIVERSITY

beserta perangkat yang dipedukan (hila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam hentuk media lain, mengelolanya dalam bentuk pangkalan data,mendistribusikan secara terbatas, dan mempublikasikannya di internet atau medialain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupunmemberikan royalty kepada saya se1ama tetap mencantumkan nama saya sebagaipenulis.

Demikian pemyataan ini saya buat dengan sebenamya.

Dibuat di YogyakartaPada tanggal 11 Agustus 2016

vi


vii

Philippians 4:13

I can do all things through

Him who strengthens me.


viii

Progress is impossible without change,

and those who cannot change their minds,

cannot change anything.


ix

ACKNOWLEDGEMENT

Firstly, I would like to express my gratefulness to God, for His blessing and

miracles along my life. I am so thankful for Him who has given me a great chance

to pass my four years studying in Sanata Dharma University. I do realize that He

always accompanies and stands right beside me so that I can finish my thesis.

I address my sincere gratitude to my parents and my family for supporting

me spiritually in writing this thesis. I also thank God for them, who always send

their love, support, advice, and care to me. They are my life supporters.

I am highly indebted to my advisor, Anna Fitriati, S.Pd., M.Hum., who

always gives her time, patience, understanding, guidance, and support along the

process of finishing my thesis. Her advices and guidance will be indeed

unforgettable. Additionally, I deliver my gratitude to my co-advisor Arina Isti'anah,

S.Pd., M.Hum., who gives me the detailed correction to improve my thesis before

the examination.

My appreciation is also dedicated to the lecturer of Translation II, Adventina

Putranti, S.S., M. Hum., and the lecturer of Morphosyntax II, Fransisca Kristanti,

S.Pd., M. Hum., who gave me permission to conduct the test in their classes.

Furthermore, I thank the sixth semester students of English Letters Department in

academic year of 2015/1016 who became the participants of the test. They were

indeed helpful for my research. I would also like to say thank you to Mas Marsell

who gave me suggestions in finishing my thesis.


x

Finally, I will take this opportunity to express my sincere gratitude to all my

dearest friends for their support and care given to me. I am really grateful for the

things we have shared together along our journey in college life. May the God have

mercy on us.

I Made Alvianto Putra Palamba


xi

TABLE OF CONTENTS

TITLE PAGE ………………………………………………………… ii

APPROVAL PAGE …………………………………………………. iii

ACCEPTANCE PAGE ……………………………………………… iv

STATEMENT OF ORIGINALITY ……………………………….. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

ILMIAH………………………………………………………………. vi

MOTTO PAGE ……………………………………………………… vii

ACKNOWLEDGMENTS …………………………………………... ix

TABLE OF CONTENTS …………………………………………… xi

LIST OF TABLES ………………………………………………….. xiii

LIST OF APPENDICES ……………………………………………. xiv

ABSTRACT …………………………………………………………. xv

ABSTRAK ……………………………………………………………. xvi

CHAPTER I INTRODUCTION ………………………………….. 1

A. Background of the Study …………………………………… 1

B. Problem Formulation ………………………………………. 4

C. Objectives of the Study……………………………………... 4

D. Definition of Terms ………………………………………… 5

CHAPTER II THEORETICAL REVIEW ……………………….. 7

A. Review of Related Studies ……………………………………. 7

B. Review of Related Theories ………………………………….. 11

1. Preposition………………………………………………… 11

a. Preposition for………………………………………... 12

b. Preposition to…………………………………………. 16

c. Indonesian preposition untuk, kepada, ke, buat, and bagi… 20

i. Indonesian Preposition untuk……………………. 20

ii. Indonesian Preposition kepada………………….. 20

iii. Indonesian Preposition ke……………………….. 21

iv. Indonesian Preposition buat.................................. 21

v. Indonesian Preposition bagi…………………….. 22

2. Types of Errors in Second Language Acquisition………. 22

a. Interlingual Transfer…………………………………. 22

b. Interference…………………………………………… 23

c. Intralingual Transfer…………………………………. 23

3. Validity and Reliability of the Test……………………… 24

a. Validity of the Test………………………………….. 24

b. Reliability of the Test………………………………… 26

C. Theoretical Framework ……………………………………… 29


xii

CHAPTER III METHODOLOGY ………………………………... 30

A. Object of The Study …………………………………………… 30

B. Approach of the Study ………………………………………… 30

C. Method of the Study ………………………………………….. 31

1. Data Collection…………………………………………..... 31

2. Data Analysis……………………………………………... 37

CHAPTER IV ANALYSIS ………………………………………….. 38

A. The Students’ Accuracy in Mastering Prepositions for and to… 38

1. Data Presentation…………………………………………... 38

a. The Students’ Achievement in Part A…………………. 39

b. The Students’ Achievement in Part B…………………. 40

c. The Students’ Achievement in the Whole Test..………. 41

2. Errors Classification……………………………………….. 42

3. Data Analysis……………………………………………… 44

a. Reliability of the Test…………………………………. 44

b. Descriptive Analysis Presentation…………………….. 44

c. The Students’ Achievement Analysis in Each

Preposition…………………………………………….. 47

4. The Discussion of the Students’ Mastery of Prepositions

for and to…………………………………………………... 49

a. The Students’ Accuracy in Mastering English Prepositions

for and to……………………………………………… 49

b. The Student’s Difficulties in Applying English

Prepositions for and to……………………………….. 49

i. The Students’ Difficulties in Mastering the

Prepositions for ………………………………….. 49

ii. The Syntax Errors of Preposition for……………. 61

iii. The Students’ Difficulties in Mastering the

Prepositions to...………………………………….. 62

iv. The Syntax Errors of Preposition to……………… 73

B. The Errors that Contribute to the Students’ Mastery of

Prepositions for and to ………………..……………………… 75

1. Interlingual Transfer……………………………………… 76

2. Interference……………………………………………….. 77

3. Intralingual Transfer …….……………………………….. 79

CHAPTER V CONCLUSION………………………….........……… 81

A. Conclusion …………………………………………………… 81

B. Suggestions…………………………………………………… 83

BIBLIOGRAPHY …………………………………………………… 85


xiii

LIST OF TABLES

Table 2.1 The Function of Preposition for Taken from Oxford Advanced

Learner’s Dictionary 8th Edition……………………………….. 14

Table 2.2 The List of Words Typically Associated with Preposition for … 15

Table 2.3 The Function of Preposition to Taken from Oxford Advanced

Learner’s Dictionary 8th Edition …..…………………………… 17

Table 2.4 The List of Words Typically Associated with Preposition to...... 19

Table 3.1 The Blueprint of the Distribution of the Prepositions for and to

Applied in the Test ………………………………..…………… 33

Table 4.1 The Students’ Achievements in Part A….……………………… 39

Table 4.2 The Students’ Achievements in Part B ………………………… 40

Table 4.3 Overall Students’ Achievements in the Test …..….……………. 41

Table 4.4 The Errors Classification..……………..……………………….. 43

Table 4.5 The Descriptive Analysis……………………………...………....45

Table 4.6 The Students’ Achievement in the Test……………....………… 47

Table 4.7 The Students’ Achievement in Preposition for ……………...…. 48

Table 4.8 The Students’ Achievement in Preposition to...……………...…..48

Table 4.9 The Distribution of Syntax Errors of Preposition for...…………..61

Table 4.10 The Distribution of Syntax Errors of Preposition to……………..74

Table 4.11 The Percentage of Each Errors……………….. ……………...….75


xiv

LIST OF APPENDICES

Appendix 1. Students’ Score …………………………………………………. 88

Appendix 2. The Reliability of the Half Test ……. …………………………..90

Appendix 3. The Reliability of the Whole Test ……..………………………. 90

Appendix 4. The Variables of the Questionnaire ……………………………. 91

Appendix 5. The Questionnaire Outlook ……………………………………. 93


xv

ABSTRACT

I MADE ALVIANTO PUTRA PALAMBA (2016). The Mastery of Prepositions

for and to among the Sixth Semester Students at English Letters Department

of Sanata Dharma University. Yogyakarta: English Letters Department, Faculty

of Letters, Sanata Dharma University.

Preposition, as one of the parts of speech in English, has important rules in

order to build a correct sentence. A preposition is a word showing relationship

between its object and some other words in a sentence. The reason that prepositions

have the name they do is that they precede nouns—they are pre-position. In English,

there are several prepositions which are quite difficult to comprehend and

sometimes produce some errors when they are applied in a sentence. Two of the

prepositions which sometimes cause some errors when they are applied in a

sentence are for and to.

There are two formulated problems which are discussed throughout this

research. The first one is the accuracy in using the prepositions for and to among

the sixth semester students at English Letters Department of Sanata Dharma

University. The second one is the types of errors that contribute to the students’

accuracy in mastering the prepositions for and to.

This research applied a test as the instrument in order to answer the research

problems. This was a survey research, in which the objects of this research were the

sixth semester students at English Letters Department of Sanata Dharma University

of academic year 2015/1016. This research applied a random sampling technique

to gather the data. The test was conducted in two classes, which are Translation II

and Morphosyntax II.

Throughout this research, it is figured out that the students’ accuracy in

mastering the prepositions for and to enters the category of good. The students’

average score reaches 23 (73,06%) in which 36,73% of the students are considered

to enter the category of good. The students’ achievement throughout this data is

above the minimum passing grade according to the Academic Regulation of Sanata

Dharma University. Referring to analysis of the research, the students’ problem in

mastering the prepositions for and to is on the application of preposition to in which

the total of errors is 30,7%. Meanwhile, the total errors of preposition for reach

22,3%. There are also three types of errors that contribute to the students’

difficulties in mastering the prepositions for and to, which are interlingual transfer,

interference, and intralingual transfer. The researcher finds out that 64,5 % of the

total questions of the test (20 questions) produce errors caused by interlingual

transfer among the students. Secondly, the percentage of errors caused by

interference in the test is 22,6%, in which there are 7 questions (all question of part

B) causing students’ errors. Finally, there are 4 questions (12,9%) in the test that

contribute to the students’ errors caused by intralingual transfer.


xvi

ABSTRAK

I MADE ALVIANTO PUTRA PALAMBA (2016). The Mastery of Prepositions

for and to among the Sixth Semester Students at English Letters Department

of Sanata Dharma University. Yogyakarta: Program Studi Sastra Inggris,

Fakultas Sastra, Universitas Sanata Dharma.

Kata depan, sebagai salah satu bagian dari jenis kata di dalam bahasa

Inggris, mempunyai peran yang sangat penting dalam membentuk sebuah kalimat

yang benar. Kata depan adalah sebuah kata yang menunjukkan hubungan antara

suatu objek dengan beberapa kata lain di dalam suatu kalimat. Alasan mengapa

jenis kata tersebut dinamakan kata depan atau preposisi karena mereka mendahului

kata benda, mereka— pre-posisi. Dalam bahasa Inggris, ada beberapa kata depan

yang cukup sulit untuk dimengerti dan terkadang menyebabkan kesalahan pada

pengaplikasiannya dalam sebuah kalimat. Dua preposisi yang sering menyebabkan

kesalahan dalam pengaplikasiaannya tersebut adalah for dan to.

Ada dua rumusan masalah yang akan dibahas dalam penelitian ini. Pertama,

yakni keakuratan dalam penggunaan kata depan for dan to pada mahasiswa

semester enam Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata

Dharma. Kedua, yakni kesalahan-kesalahan yang mempengaruhi mahasiswa dalam

penguasaan kata depan for and to.

Penelitian ini menggunakan tes sebagai instrumen untuk menjawab

masalah-masalah yang ada di rumusan masalah. Penelitian ini merupakan

penelitian survei yang mana objeknya adalah mahasiswa semester enam Program

Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma tahun ajaran

2015/2016. Sebuah pemercontohan kelompok acak (random sampling) digunakan

untuk mengumpulkan data. Tes tersebut dilaksanakan di dua kelas, yakni pada kelas

Translation II dan kelas Morphosyntax II.

Berdasarkan penelitian ini, telah ditemukan bahwa penguasaan mahasiswa

semester enam dalam menggunakan kata depan for dan to termasuk dalam ketegori

baik. Rata-rata skor mahasiswa adalah 23 (73,06%) di mana ada 36,73% mahasiswa

dianggap masuk ke dalam kategori baik. Pencapaian mahasiswa berdasarkan data

ini berada di atas nilai kelulusan minimal sesuai dengan peraturan akademik

Universitas Sanata Dharma. Berdasarkan penelitian ini, ditemukan juga bahwa

permasalahan mahasiswa dalam menguasai kata depan for dan to adalah dalam

mengaplikasikan kata depan to, yang mana ada 30,7% total kesalahan. Sementara

itu, jumlah kesalahan total pada kata depan for mencapai 22,3%. Selanjutnya, ada

tiga tipe kesalahan yang mempengaruhi mahasiswa dalam penguasaan kata depan

for dan to, yaitu interlingual transfer, interference, and intralingual transfer.

Penulis menemukan bahwa 64,5% dari total jumlah pertanyaan pada tes (20

pertanyaan) menyebabkan interlingual transfer diantara para mahasiswa. Kedua,

presentasi kesalahan yang disebabkan oleh interference pada tes adalah 22,6%,

dimana terdapar 7 pertanyaan (pada bagian B) menyebabkan kesalahan pada

mahasiswa. Terakhir, ada 4 pertanyaan (12,9%) pada tes yang berperan pada

kesalahan mahasiswa yang disebabkan oleh intralingual transfer.


1

CHAPTER I

INTRODUCTION

A. Background of the Study

It is obvious that all languages have their own rules in making correct

sentences, one of them is English. Being a language that is widely used by many

people all over the world, English has its own rules in terms of forming a correct

sentence. These rules are built in one unit called Grammar (Murcia and Freeman

1999: 3). Generally, grammar has two big elements, which are tenses and parts of

speech. Noun, adjective, verb, adverb, preposition, pronoun, conjunction, and

interjection are kinds of part of speech which are referred to lexical categories

(Wren and Martin 2000: 17). Each part of speech has its important rules in order to

build a right sentence, especially preposition, which will be explained further

throughout this research. Marckwardt states that a preposition is a word showing

the relationship of its object and some other words in a sentence (1948: 263).

Preposition is also categorized as one of the function words. There are many

prepositions commonly used in English, such as at, in, on, from, to, for, etc. Sinclair

reveals that there are approximately 100 prepositions commonly used in English

sentences but the most frequent prepositions used in English sentences are to, of,

and in (1991: vi). Murcia and Freeman (1999: 402) elaborate that “English

prepositions are free morphemes, not bound inflectional affixes as they are in many

other languages. The reason that prepositions have the name they do is that they

precede nouns—they are pre-positions.” According to the previous explanation, the


2

examples of the use of prepositions are: (a)She is a delegate for the state of Illinois,

(b)I run for 8 minutes, (c)These sessions are open to all members, (d)This key

belongs to her.

In mastering English as a second or foreign language, a language transfer

often happens. It occurs when the second language learners translate the first

language into the target language word by word. Indonesian students are the

examples who learn English as the second language. Some Indonesian students who

learn English as the second language still find some difficulties to decide which

prepositions they have to use in a sentence, for there are some prepositions in

Indonesian language which literally have the same meaning but will be different if

they are translated into English. As an instance, it is recognized that the Indonesian

students will translate the preposition for and to into untuk, kepada, ke, buat and

bagi. Concurrently, they will struggle to translate the Indonesian prepositions untuk,

kepada, ke, buat and bagi into English and decide which preposition (for or to) is

more appropriate to use, because to Indonesian students, for and to might almost

share the same meaning. In fact, those prepositions are quite different since there

are several rules to consider in applying them. Regarding this condition, Indonesian

language may affect the way Indonesian students in mastering and understanding

the use of English preposition. They may also have some difficulties in mastering

the prepositions for and to because of their weak understanding. As an instance, the

Indonesian students may have difficulties to translate “saya berbicara kepada

semua orang yang ada di perusahaan ini” into English. Then, it might be translated

“I am speaking for all people in this company” or “I am speaking to all people in


3

this company”. In this case, the Indonesian students might be confused to decide

which preposition they have to use in order to make the correct sentence. The

sentence “I am speaking for all people in this company” has different meaning

compared to “I am speaking to all people in this company”. The preposition for in

the first sentence indicates the subject “I” as a representative of the company, “I”

represents everyone who works in that company. Conversely, in the second

sentence, the preposition to points out the subject “I” as the one who speaks to

everyone working in that company. In conclusion, the English prepositions for and

to have their special functions when they are used in a sentence. Thus, the

Indonesian students as the second language learners cannot apply them arbitrarily

in a sentence.

This research focuses on measuring the ability of the sixth semester students

at English Letters Department of Sanata Dharma University in using preposition for

and to a sentence. Moreover, the researcher is eager to identify whether or not the

students find difficulties to decide which prepositions (for or to) they should use in

making a correct sentence, especially in translating the Indonesian prepositions

untuk, kepada, ke, buat and bagi into English. This will be related to certain

conditions in which the students’ first language (mother tongue) influences their

second language learning. Thus, it is also very important to find out whether or not

the students are influenced by their first language (Indonesian) in second language

(English) learning process.


4

B. Problem Formulation

These are the formulated problems which are going to analyze throughout

this research.

1. How accurate are the sixth semester students at English Letters Department in

mastering the prepositions for and to?

2. What causes the errors in mastering the preposition for and to?

C. Objectives of the study

This research is conducted to achieve two objectives. The first objective is

to figure out the accuracy in using preposition for and to among the sixth semester

students at English Letters Department of Sanata Dharma University. The accuracy

in mastering those prepositions can be measured by applying certain methods,

which are survey research and library research. A survey research is conducted to

gather the data to be analyzed in studying the prepositions. Thus, a test will be

conducted as an assessment instrument to get the data that will be analyzed to

comprehend the student’s mastery in using prepositions for and to. Meanwhile, the

library research is conducted to find several related theories supporting the

arguments or opinions that the researcher has made. Afterwards, as the accuracy in

using the prepositions for and to is figured out, there will be several type of errors

to be identified in mastering the prepositions for and to among the sixth semester

students at English Letters Department of Sanata Dharma University.


5

D. Definition Of Terms

It is very important to provide sufficient information about some terms or

keywords that are specifically used in a research in order to avoid

misunderstanding. The terms used in this research are mastery, accuracy,

prepositions, and error. According to Fries, a mastery is a condition when a person

has learned a foreign language when he has, firstly, although has limited

vocabularies, mastered the sound system and has, secondly, made the structural

devices matters of automatic habit (1948: 3). Moreover, Smolinski further

highlights:

Mastery then of the “words”, the vocabularies, the lexicon, of even ournative language is always limited, never complete. Growth in the knowledgeof “meanings” accompanies our expanding experience. The mastery of the“words”, the vocabulary, of a foreign language is also bound by our factualexperience and takes time. There are no short cuts to a control of thecomplete vocabulary of a foreign language (1993: 52).

He also adds that in learning a foreign language, the mastery of that language

concerns the mastery of the features of arrangement that constitute the structure of

the language.

The second term is accuracy. According to Smolinski (1993: 52), the

accuracy does not always concern about the so-called “correctness” of the common

handbooks—the spelling pronunciation often advocated there, the forms of words

pronounced in isolation, or the school mastered structures that have no vogue

outside the classroom. Nevertheless, the accuracy here mostly refers to an accuracy

based on a realistic description of the actual language as used by native speakers in

carrying their affairs—the exact reproduction of all parts of whole utterances as

they appear in the normal conversation of native speaker.


6

The third term is preposition. Prepositions in English are a well-known

challenges for English learners as a second language, as they are one of the most

problematic areas (Lindstromberg, 1991 and Capel, 1993). This research will

specifically discuss about prepositions for and to in which the students find some

difficulties to apply them properly in a sentence.

The fourth term is error. Norrish argues that error is a systematic deviation,

when a learner has not learned something and consistently gets it wrong (1983: 7).

This study proposes the term “error” because the main goal of this research is to

find out several errors that contribute to the students’ mastery of prepositions for

and to.


7

CHAPTER II

THEORETICAL REVIEW

A. Review of Related Studies

Throughout this part, there are three studies reviewed from previous

researchers related to the research. The first one is from an undergraduate thesis

conducted by Marsilus Marsell Wibowo (2012) entitled The Mastery of Preposition

at, in, and on among The Seventh Semester Students at English Letters Department

of Sanata Dharma University. Wibowo’s thesis was a survey research concerning

about the mastery of preposition at, in and on among the university students who

took English as their major. The objects of his study were the seventh semester

students at English Letters Department in academic year 2012/2013. In order to

answer the formulated problems, Wibowo used several methods, which were a

questionnaire or a test as the instrument and random sampling to gather the data.

He revealed, based on the Academic Regulation 2010 of Sanata Dharma

University, that the mastery of the seventh semester students in using the

prepositions of place at, in, and on was sufficient. The students’ average score was

16.69 (66,76%) in which 64.10% students were considered to enter the category of

sufficient. The achievement fell above the minimum passing grade according to the

academic regulation of Sanata Dharma University. Based on this research, the

researcher found out that the students’ problem in mastering the prepositions of

place at, in, and on was on the application of preposition at, in which there was only

53% of correct numbers that the students made. It means that there was 47% of


8

incorrect numbers in the test. Wibowo also identified the possible factors that cause

the students’ difficulties in learning the prepositions of place at, in, and on which

were interference (the problem that is caused by the influence of the first language,

Indonesian), overlapping, and overgeneralization.

The second is from an undergraduate thesis written by Maya Elfrida

Sianipar (2007) entitled The Functions, Positions and Meanings of for and

to prepositional phrases in Jeanette Winterson`s sexing the cherry. In her thesis,

she described that the data collection and the data analysis took place

simultaneously; firstly, the data were collected by signing the samples to be taken,

which were the prepositional phrases containing prepositions for and to, and then

classified the data by considering the circumstances around both prepositions in

order to find out the prepositional phrases showing time, place, and movement.

Finally, she analyzed the prepositions for and to to find the functions, the positions

and also to find the meaning of each prepositions.

As a result, after doing the steps in the method of the study, she figured out

that prepositional phrases with for can function as an adjunct and a post modifier of

a noun phrase, while prepositional phrases with to can function as an adjunct, a post

modifier of a noun phrase, a complementation of a verb, and as a complementation

of an adjective. The positions owned by both prepositions can be in the initial,

medial, and final (end) position. The meanings of preposition for showing time are

duration or the length of the time, occasion, and target; to show place, preposition

for can mean target, position, and distance. The preposition to showing time can

indicate the time (before an exact hour on the clock), continuity, and target; to


9

introduce place, this preposition can mean position, target, and distance. At last, in

showing movement, the preposition to can mean “from starting point to

destination”.

The third is from an article written by Norwati Roslim (2014) entitled

Prepositions and ESL Learners: the Malaysian Scenario. This article presented by

Roslim was a review of the literature on prepositions with a focus on definitions

and main difficulties faced by Malaysian students. She figured out that the problem

that the Malaysian ESL learners may have in using prepositions was the differences

between the use of prepositions in the English language and in the first language of

the Malaysian ESL users, that is, Bahasa Melayu. In Malaysian context, it is quite

relevant to compare the prepositions in the English language and Malay in an

attempt to determine whether there would be difficulties in learning or acquiring

English prepositions faced by students whose mother tongue as well as medium of

instruction is Malay. Furthermore, she also revealed, as cited from Yong (2001),

that Malaysian and Indonesian learners revealed the problems between the Malay

and the Indonesian learners in using prepositions were quite similar. Errors were

found in the use of correct preposition after a verb, adjective or noun in expressions

like add to, attend to, allow for, hope for, conscious of, and based on. These learners

also showed the problem in choosing the right preposition in fixed expressions like

with great courtesy, in anger, by the back door, on the radio, by train.

Based on the three researches previously, the researcher concludes some

points. First of all, the researcher discovers something new closely related to the

prepositions in which the Indonesian students find difficulties to comprehend. In


10

his research, Wibowo examined the prepositions of place at, in, and on that often

cause some errors for English Learners (Indonesian students) to be mastered. Then,

regarding this problem, this research will analyze other English prepositions in

which the Indonesian learners also find some difficulties to comprehend them,

which are the prepositions for and to.

Secondly, the researcher finds several similarities between those researches

and the current research. The researcher finds that this research is similar to research

conducted by Wibowo, in which the researcher will use several methods, namely

test as the research instrument and the use of random sampling to gather the data.

The researcher also figures out that this research is identical to Roslim’s research,

which is identifying students’ difficulties in learning English as the Second

Language. This research will also improve the research done by Wibowo, in which

several methods that are not mentioned yet will be provided, such as the theory of

random sampling in data gathering procedure.

On the other hand, the researcher realizes that there are also several

differences between the previous researches and this research. Firstly, unlike the

previous researches, the respondents in this research are the sixth semester students

of academic year 2015/2016 at English Letters Department of Sanata Dharma

University. Secondly, this research only focuses on the mastery of the students in

mastering the preposition of for and to, different from Wibowo’s research, in which

his research focused on the preposition of place at, in, and on. Thirdly, this research

differs from Sianipar’s, for this study only focuses on the mastery of the use of

prepositions for and to whereas she focuses on identifying the functions, positions,


11

and meanings of prepositions for and to. The last, this research is dissimilar to

Roslim’s research, for her research focuses on the definitions and main difficulties

of prepositions faced by Malaysian students.

B. Review of Related Theories

1. Preposition

In English, preposition is an important class of function words. According

to Yu, prepositions belong to functional parts of speech and are rather active (2014:

1). She also adds that in English, some prepositions are among the most common

words. She says that “Linguists argue that English language is a prepositional one,

which indicates that the preposition is one of the most useful and active parts of

speech in English” (cited from Li, 2007: 11). Moreover, according to Roslim (2014:

1), as cited form Kaplan (1989) and Hughes (1992), preposition is also defined as

a word or group of words and often has meanings which have something to do with

location or direction and movement and also time or method. She also mentions

that the majority of prepositions express relationship between things and events and

their basic sense is spatial (Borjars and Burridge, 2001). Furthermore, Delija and

Koruti, in their research, further explain that prepositions are very confusing and

sometimes hardly understandable even for native speakers, and when it comes to

students who learn English as second language, the problem is much bigger, for

they have to understand all the nuances of the English prepositions, to memorize

them and to properly use them (2013: 125).


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a. Preposition for

The preposition for is one of the English prepositions which is difficult to

learn since it often causes some errors in a sentence. Indonesian students who learn

English as the second language find some difficulties whether to use for or to as the

appropriate one in a sentence. Compared to the preposition to, for is more confusing

because the meaning of for seems abstract, manifold, and elusive (Lindstromberg,

2010: 224). He then classifies the senses/usages of preposition for as follows.

i. Representation: She is a delegate for the State of Illinois; [Take this] for

example.

ii. Substitution: X can substitute for y.

iii. Price, payment, compensation, thanks: You can have “x” for “y” Euros;

Payment for your time; Compensation for loss of…; I am grateful for….

iv. Intended recipient: This is for you.

v. Intended destination: Leave for work

vi. Aim, purpose, reason: aim for, look for, try for; Go out for a smoke; He

lives for himself alone.

vii. Reason/Cause: jump for joy; It looks the worse for wear.

viii. Function: Pens are for writing with; Patience is necessary for this work.

ix. Quantity as related to a purpose: Enough money for school.

x. Support: He’s for higher taxes.

xi. Choice: vote/opt for change.

xii. Affecting the interests or condition of: “X” is good/bad for you.

xiii. Object of concern: Care for “x”; be responsible for “x”.


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xiv. Object of emotion: Love/hate somebody for having done “x”; wish for “x”;

Oh, [what I wouldn’t give] for a cold beer!

xv. Appropriacy: This is a good/appropriate remedy for headaches.

xvi. Relevance ~ ‘with regard to’: For my part, I’m going home; You can drop

dead for all I care.

E.g. For…to: It’s unusual for him to do that kind of thing; What I want is

for you to leave.

xvii. Attitude: Take somebody for granted; [take something] for certain/sure.

xviii. Indicating a distance: run (for) a mile.

xix. Indicating a length of time: run for 8 minutes; forever.

xx. Indicating an occasion in a series: I’m here for the 2nd time.

xxi. In relation to a norm: For a woman of 90, she’s very active.

Lindstromberg adds that there would be a number of kinships across them.

As instances:

– The expression leave for work (category ‘ii’) seems to be an instance of‘substitution’ (category ‘i’) since it really means something like leave homefor work. – Categories (iii) and (iv) seem to have a lot in common. Forinstance, support for someone or something (iii) can affect its interests orcondition (iv).– The last sub-category in (ii), ‘Quantity as related to a purpose’, seems tobe a special case of ‘relevance’ (category ‘v’).

Regarding this additional number of kinship, Lindstromberg aim’s is to purpose the

possibility that the usage in categories (i)-(xxi) have more in common that emerges

from their presentation in traditional list form (2010: 225).

In this research, the researcher provides the function of preposition for

according to Oxford Advanced Learner’s Dictionary 8th Edition as well. To make a


14

better view of the list of the functions of preposition for, the table is displayed

below.

Table 2.1 The Functions of Preposition for taken from OxfordAdvanced Learner’s Dictionary 8th Edition

No. Functions Examples

1.To show who is intended to have or usesomething or where something isintended to be put

There is a letter for you. It is a book for children. We got a new table for the dining

room.

2. To express who helpsomebody/something

What can I do for you? Can you translate this letter for me? I took her classes for her while she

was sick. Soldiers fight for their country.

3. To concern somebody/something They are anxious for her safety. Fortunately for us, the weather

changed.

4. To show someone/something as arepresentative

I am speaking for everyone in thisdepartment.

5. To show who is employed (by) She is working for IBM.

6. To reveal the meaning of something Shaking your head for “NO” is notuniversal.

7. To support somebody/something

Are you for or against the proposal? They voted for independence in a

referendum. There is a strong case for postponing

the exam. I’m all for people having fun.

8. To show purpose or function

A machine for slicing bread. Let’s go for a walk. Are you learning English for

pleasure or for your work?What did you do that for?

9. To show a reason or cause

The town is famous for its cathedral. She gave me a watch for my

birthday. He got an award for bravery.

10. To obtain something

He comes to me for advice. For more information, call this

number.


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11. To express an exchange for something

Copies are available for two dollarseach.

I’ll swap these two bottles for thatone.

12. To consider what can be expected fromsomebody/something

The weather was warm for the timeof year.

She’s tall for her age. That’s too much responsibility for a

child.

13. To express the better, happier, etc.feeling of something

You’ll feel better for a good night’ssleep.

This room would look more cheerfulfor a spot of paint.

14. To show where somebody/something isgoing

Is this the bus for Chicago? She knew she was destined for a

great future.

15. To show a length of time I’m going away for a few days. That’s all the news there is for now.

16. To show that something is arranged orintended to happen at a particular time

An appointment for May 12. We’re invited for 7.30.

17.To show how difficult, necessary,pleasant, etc. something is thatsomebody might do or has done

It’s useless for us to continue. There’s no need for you to go. For her to have survived such an

ordeal was remarkable. The box is too heavy for me to lift. Is it clear enough for you to read?

18. To show who can or should dosomething

It’s not for me to say why he left. How to spend the money is for you

to decide.

Here are some examples of words (verbs, nouns, and adjectives) that are

typically associated with preposition for.

Table 2.2 The List of Words Typically Associated with Preposition for

For Verb

advertiseaimapplyappealaskarrangeargue

campaigncallclamourcookclaimcriticizecontend

gropeheadhunthankerhopehungerhonor

Praypresspraisepleadpetitionpardonpay

sendsetscoldscornsentencestrugglestrive


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For

Verb

accountadmireallowbargainbegblameboundblessbidbook

competedancedeliverdeserveexceptfight

fishforageforgivefeel

insurelastlooklonglustleavemakeneglectowepine

pitypreparepunishqualifyrentrewardrunsacrificescavengesearch

sellstartthankvotewaitwalkwishwatchyearn

Adjectives

(un)appropriateboundcertainconvenienteagerfamousfitfree(un)fithardhungryimportant

latenecessary(un)preparedqualified(un)readyrealripe(un)suitablesuresorrysufficientuseful

Nouns

admirationaffectionaffinityappreciationapplicationargumentbattlecontemptclaimcasecandidatecontendercompetition

campaigndisdaindislikedisregarddisrespectdistastedesigndemanddesireenthusiasmfighthatredlove

Lustmanianostalgiapartialitypassionpredilectionplanproposalpleapetitionrequeststrugglewish

weaknessvote

b. Preposition to

As a preposition, the basic spatial meaning of to is used to express certain

verbs of giving and sending such as transmit, forward, (re)direct, communicate,

distribute, transfer, grant, etc. – as well as with verbs of intended or potential giving

or sending such as allot and assign (Lindstromberg, 2010: 233). Moreover,

according to Close (1975: 166), the preposition to expresses relationship in space.


17

The following are the views of preposition to referring to movement or position in

space.

i. In relation to a point, or dimension unspecified

X Go to X

Y X Go from X to Y

Y Go back to Y

ii. Analysis of going to X

X We are coming/getting to X

iii. In relation to a surface, two dimensions

Go on (to) the platform

iv. In relation to a space, three dimension

Come in (to) my office

Furthermore, to make a better understanding of the use of preposition to, the

researcher provides the functions of preposition to along with the examples of each

function according to Oxford Advanced Learner’s Dictionary 8th Edition as follows.

Table 2.3 The Functions of Preposition to taken from OxfordAdvanced Learner’s Dictionary 8th Edition


1. To show the direction of something;towards something

I walked to the office. He’s going to Paris. It was my first visit to Africa. He pointed to something on the

opposite bank.

2.(to) the something (of something)located in the direction mentionedfrom something

Place the cursor to the left of the firstword.

There are mountains to the north.

3. To show something is as far assomething

The meadows lead down to the river. Her hair fell to her waist.


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4. To reach a particular state The vegetables were cooked to

perfection. The letter reduced her to tears

5. To show the end or limit of a range orperiod of time

A drop in profits from $105 millionto around $75 million.

I like all kinds of music from opera toreggae.

I watched the programs from thebeginning to end.

6. To show (something) before the startof something

How long is it to lunch? It’s five to ten (= five minutes before

ten o’clock).

7. To show the person or thing thatreceives something

He gave it to his sister. I will explain to you where

everything goes. I am deeply grateful to my parents. To whom did she address the letter?

8. To show the person or thing that isaffected by an action

She is devoted to her family. What have you done to your hair?

9. To show that two things are attachedor connected Attach this rope to front of the car.

10. To show a relationship between oneperson or thing and another

She is married to an Italian. The key to the door. The solution to this problem.

11. To show something is directed toward;concerning

It was a threat to world peace. She made a reference to her recent

book.

12. To introduce the second part of acomparison or ratio

I prefer walking to climbing. The industry today is nothing to what

it once was.

13. To show a quantity or rate There are 2.54 centimeters to an inch. This car does 30 miles to the gallon.

14. To show an honor towardssomebody/something

A monument to the soldiers who diedin the war.

Let’s drink to Julia and her new job.

15.To show something happens whilesomething else is happening or beingdone.

He left the stage to prolongedapplause.

16. To show somebody’s attitude orreaction to something

His music is not really to my taste. To her astonishment, he smiled.

17. To show what somebody’s opinion orfeeling about something is It sounded like crying to me.


19

In this part, some examples of words (verbs, adjectives, adverbs, nouns) that

are typically associated with preposition to are also provided. The following is the

list of each group of words.

Table 2.4 The List of Words Typically Associated with Preposition to

To

Verbs

announceapologizeallotassertattributeappearattractassignadmitattachbeckonboastbragbelongcomechat

complainchangeconvertcommunicateconnectcorrespondcompareconfessconformconsentdegeneratedistributedraw(re)directdescribeexplain

fallforwardgrantgivegohappenhastenincreaseinvitejoinleadlendlielistenmentionobject

offerpresentreportreturnrelaterespondreferremarkrepeatreplyreportsentencesayshowspeaksell

stateseemsoundsubmitsupplysurrendertalkturntransmittransfertastetravelwavewrite

Adjectives

accustomedadjacentallergicanswerableattentiveaverseavailableaccessibleclosecourteouscruelcentralcomparablecontrary

disloyaldeafdeardueequalequivalentessentialevidentfairfaithfulfriendlyfriendlygenerousgrateful

harmfulhostilehelpfulindifferentidenticalimmuneimperviousindebtedinferiorirrelevantkindknownloyalliable

niceobedientobviousopenpartialparallelpreferableproportionalpeculiarplainpronerudesacredsympathetic

subordinatesuperiorsusceptiblesubjectthankfultrueunfairunfaithfulunkindunaccustomedusedusefulvitalvulnerable

Adverbsacrossalongaway

backdownround

Nounfriendlinesshostilityhelpfulness

mysterysurprise


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c. Indonesian Preposition untuk, kepada, ke, buat and bagi

The following are the theories of Indonesian prepositions untuk, kepada, ke,

buat and bagi, which are provided to see the influence of the source language

(Indonesian) in the process of learning the second language (English).

i. Indonesian Preposition untuk

Chaer states that the preposition untuk is used to reveal “aim” or “intended

action” which precedes pronoun, as in (a) Beliau membawakan oleh-oleh untuk

kami, (b) Pupuk dikirim untuk para petani, (c) Ayah membeli sepatu untuk kami

(2011: 136). Moreover, Ramlan (1980: 116) explains that the preposition untuk is

used to indicate “functions” of something, as in (a) Sampah lain yang masih tersisa

diproses menjadi kompos yang dapat dijual untuk pupuk, (b) Bagian tengah

lapangan itu dibiarkan kosong untuk upacara.

ii. Indonesian Preposition kepada

The Indonesian preposition kepada is used to indicate “intended recipient”.

It occurs before the object in a sentence in which the predicate of the sentence

means “directed towards something”, as in (a) Persoalan itu telah dilaporkan

kepada gubernur, (b) harus melapor dulu kepada bagian keamanan (Chaer, 2011:

131).

Meanwhile, Ramlan (1980: 77) explains further about the use of Indonesian

preposition kepada according to its rules which can be seen as follows.

a) Kepada is used to indicate the “recipient”, meaning that the recipient

“receives” something form the “agent”. For examples:


21

Panggilan itu dilakukan dengan mengirimkan surat panggilan kepada

pungusaha.

Hasilnya diserahkan kepada orang-orang miskin.

b) Kepada is used to indicate “something or someone which is intended to”

Lampu-lampu sudah diarahkan kepada kita.

Saya sangat tertarik kepada pendidikan masyarakat.

c) Kepada is used to indicate the “object”

Orang tua itu sayang kepada anak-anaknya.

Takut kepada Tuhan berarti menjalankan segala perintahnya.

iii. Indonesian Preposition ke

According to Chaer (2011: 130), the Indonesian preposition ke is used to

reveal “the places where someone or something goes” which precedes before noun

that indicates place, as in (a) Ibu pergi ke kantor pos, (b) Paman berangkat ke

Surabaya, (c) Kami akan berdarmawisata ke Candi Borobudur. Another function

of Indonesian preposition ke is to say where something or someone moves, which

precedes before “adverb of time” in a sentence, as in (a) Dia pergi beristirahat ke

Pulau Bali, (b) Yang berminat harap mendaftarkan diri ke kantor usaha.

iv. Indonesian Preposition buat

According to Chaer, the Indonesian preposition buat is used as the variant of

Indonesian preposition untuk. Unfortunately, this Indonesian preposition is not


22

recommended to use, for it has the same meaning to the Indonesian preposition

untuk (2011: 137). The example is (a) Ibu membawakan bunga buat kami.

v. Indonesian Preposition bagi

According to Ramlan (1980: 36), the Indonesian preposition bagi is used to

indicate the term “intended”, which is in line with the use of the Indonesian

preposition untuk. For examples: (a) Cabang-cabang produksi yang penting bagi

Negara dan yang menguasai hidup orang banyak dikuasai Negara, (b) Perumahan

bagi prajurit dan keluarganya merupakan kebutuhan yang utama.

2. Types of Errors in Second Language Acquisition

a. Interlingual Transfer

Interlingual transfer refers to the beginning or the early stages of learning a

second language. Through the early stages, before the system of the second

language is familiar to the second language learners, the native language is the only

linguistic system in previous experience upon which the learner can draw (Brown,

1987: 177). The examples of interlingual transfer can be found when some English

students tend to say ‘sheep’ for ‘ship’ or ‘the book of Math’ rather than ‘Math’s

book’. These sentences refer to the negative inter-language transfer in learning

English as a second language. According to Brown (1987: 177), the negative inter-

language transfer or errors in language transfer can be detectable in learner’s

speech.


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b. Interference

Another problem that often causes error in comprehending certain

languages is interference. Interference is the first language influence on second

language performance (Krashen, 1981: 64). He further explains that the first

language influence may therefore be an indication of low acquisition (Kranshen,

1981; 67). In this case, interference becomes a problem on language acquisition for

Indonesian learners in mastering English as a second language since the first

language, which is Indonesian, may affect them.

Bhela (1999: 23), as cited from Ellis (1997), interference refers to a

‘transfer’, which he says 'the influence that the learner’s first language exerts over

the acquisition of a second language. He argues that transfer is governed by

learners’ perceptions about what is transferable and by their stage of development

in second learning. Moreover, Selinker (1971), Seligar (1988), and Ellis (1997)

argue that in learning a target language, learners construct their own interim rules

with the use of their first language knowledge, but only when they believe it will

help them in the learning task or when they have become sufficiently proficient in

the second language for transfer to be possible.

c. Intralingual Transfer

According to Delija and Koruti, intralingual error is the condition where

errors occur due to partial learning of the target language (2013: 1). They adds, as

cited from Brown (1987), that intralingual refers to the overgeneralization error

which involves the incorrect application of the previously learned second language


24

material to a present second language context. They also mention that intralingual

transfer can be attributed to the ignorance of rule restriction which according to

Richards and Sampson means “applying rules to contexts to which they do not

apply” (1974).

According to Ellis (1994: 59), overgeneralization errors appear when the

learner creates a deviant structure on the basis of other structures in the target

languages. This will involve the creation of one deviant structure in place of two

target language structures. As an example, a learner says “He will moves” where

English allows “He will move” and “He moves”.

3. Validity and Reliability of the Test

Since this research is a quantitative research, it always depends on the

measurement. There will be two essential criteria of the quality of any measuring

instrument: validity and reliability. The following is the further description of the

validity and reliability of a test.

a. Validity of the Test

In addition to be reliable, good measuring instruments should be valid

(Sprinthall et al, 1991: 37). Meaning to say that a test should actually measure what

it purports to measure. They further explain that it is important to remember that

instruments are valid only for a particular purpose. A test that has been validated

for one purpose cannot be assumed to be necessary valid for any other use unless it

has also been proven to be valid for that purpose. Donal Ary, Lucy Cheser Jacobs,

and Asghar Razavieh argue that “the focus of recent views of validity is not on the


25

instrument itself but on the interpretation and meaning of the scores derived from

the instrument” (2002: 242). This research measures the students’ ability in

mastering the use of English preposition for and to. Therefore, in order to be valid,

the test that will be conducted should be concerning the English prepositions for

and to.

According to Neuman (2011: 212), there are four types of measurement

validity, namely face validity, content validity, criterion validity, and construct

validity. Here are the explanations of each types.

i. Face Validity

Face validity is the most basic and easiest type of validity to achieve. Face

validity is a type of measurement validity in which an indicator “makes sense” as a

measure of test in the judgment of others, especially in the specific community.

ii. Content Validity

Content validity addresses this question: is the full content of a definition

represented in a measure? In this type of validity, the measurements should

represent all ideas or areas in the conceptual space. On other words, content validity

requires a test that represents all aspects of the conceptual definition of a construct.

iii. Criterion Validity

This type of measurement ability applies several standards or criteria in

order to point out the test accurately. The validity of a test is verified by comparing

it to another measure of the same construct in which a researcher has confidence.

This type has two subtypes, namely concurrent validity and predictive validity.

Concurrent validity is measurement validity that relies on a preexisting and already


26

accepted measure to verify the indicator of a construct. Predictive validity is

measurement validity that relies on the occurrence of a future event or behavior that

is logically consistent to verify the indicator of a construct.

iv. Construct Validity

Construct validity is for measures with multiple indicators. It address this

question: if the measure is valid, do the various indicators operate in a consistent

manner? This measurement validity requires a definition with clearly specified

conceptual boundaries. This validity covers two subtypes of validity, namely

convergent validity and discriminant validity. Convergent validity is a type of

measurement validity for multiple indicators based on the idea that indicators of

one construct will act alike or converge. Discriminant validity is a type of

measurement validity for multiple indicators based on the idea that indicators of

different construct diverge.

b. Reliability of the Test

According to Richard C. Sprinthall, Gregory T. Schmutte, and Lee Sirois,

reliability refers to the consistency with which a test or instrument produces result

(1991: 34). They further highlight that the basic question addressed by reliability is

whether a test given at one time will give the same result if given at another time

under the same conditions. Neuman (2011: 208) also argues that measurement

reliability means that the numerical results an indicator produces do not vary

because of characteristics of the measurement process or measurement instrument


27

itself. To sum up, a test is called reliable when it is tested on a similar group in

similar condition, the result remains the same.

Ary et al assumes that reliability concerns with how consistently a

researcher measures whatever she/he measures (2002: 251). Moreover, they add

that the reliability won’t concern about the meaning and interpretation of the scores,

for they are more associated with the theory of validity. A measuring instrument

can be reliable without being valid. Nevertheless, it cannot be valid unless it is first

reliable. As an instance, a researcher decides to measure intelligence by determining

the circumference of the head. The measurements may be reliable (consistent from

time to time), yet this method will not be considered valid if the circumference of

the head does not correlate with any other criteria of intelligence nor is it predicted

by any theory intelligence. Regarding this research, the instrument (test) that will

be conducted might be reliable, yet it cannot be valid unless the instrument

correlates with the theory and function of preposition for and to or contribute the

functions of the prepositions for and to which have been applied in this research.

In measuring the reliability of the test, the researcher uses one of the

methods, which is the split-half technique (Sprinthall et al, 1991: 35). The split-half

technique of reliability is one kind of internal-consistency reliability, in which a test

requires only a single administration of one form of a test (Ary et al, 2002: 256).

The test is split into two halves, and correlates the individual’s scores on the two

halves; the first half (the odd-numbered items) was labelled X and the second half

(even-numbered items) was labelled Y. Thus, the researcher uses The Pearson


28

product-moment coefficient formula to determine the reliability of the test

(Sugiyono, 2010: 255). The formula can be seen as follows.

Where ∑ (xy) = sum of the x times y scores

∑ (x²) = sum of the x squared scores

∑ (y²) = sum of the y squared scores

r = Pearson

Then, to indicate the reliability of the whole test, the Spearman-Brown

Prophecy formula is needed. The formula can be seen as follows:

r = 2r (half-test)

1 + r (half-test)

Where r = The Spearman-Brown’s coefficient of reliability

r (half-test) = The Pearson’s Correlation coefficient

According to Ary et al, researchers must inquire into the validity and

reliability of the scores derived from instruments (test) used in a study and must

include this information in the researcher’s thesis as a repost. Nevertheless, if the

data are not included with valid and reliable instruments, the readers might have

little faith in the results gained or in the conclusions based on the results (2002:

242).


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C. Theoretical Framework

Regarding the errors that contribute to the students’ difficulties in mastering

the prepositions for and to that should be figured out, several theories are applied.

Firstly, the theories of English prepositions for and to will be applied in order to

measure the mastery level of the sixth semester students of English Letters

Department in Sanata Dharma University in academic year 2015/2016. Thus, a test

should be conducted to measure the accuracy of the sixth semester students at

English Letters Department in mastering the prepositions of for and to.

Secondly, there are also theories of Indonesian prepositions untuk, kepada,

ke, buat and bagi and the language transfer that should be applied. These theories

of Indonesian prepositions are used to indicate if the Indonesian language as the

first language of the students will influence their second language learning. The

last, the theories of error in language acquisition are used to indicate what seems to

be the problems that will influence the students in mastering English prepositions

for and to.


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CHAPTER III

METHODOLOGY

A. Object of the Study

The objects of this research were the sixth semester students of the

2015/2016 academic year, in English Letters Department of Sanata Dharma

University. The sixth semester students were chosen to be the object of this research

because the researcher intended to measure their ability in mastering the English

prepositions for and to. Besides, the researcher also expected that the sixth semester

students had already mastered the use of each preposition as part of English

Grammar lesson that they had studied form first semester to fifth semester

(Structure I to Structure V).

B. Approach of the Study

The approach of the study applied in this research was the syntactic

approach. According to Guralnik, syntax is the study of the arrangement of words

as the elements in a sentence to show their relationship one another (1986: 1444).

Moreover, syntax can also be defined as the rules, which specify how words may

be combined with each other to produce grammatical and well-performed sentence

(Fromkin, 2000: 90). She also adds that syntax is made up of formal rules, which

are formulated in a precise way with clearly defined properties.

The syntactic approach was applied because this research dealt with the

usage of prepositions for and to as the elements to form a correct sentence.


31

Furthermore, this approach was applied to identify the usage of rules of both

prepositions in order to build a well-performed sentence.

C. Method of the Study

1. Data Collection

As mentioned previously, the objects of this research were the sixth

semester students at English Letters Department of Sanata Dharma University. Due

to the fact that the object referred to a group of person, the researcher then used the

theory of population. According to Sprinthall et al, the term population (or

universe) refers to the entire group of persons, things, or events that shares at least

one common trait (1991: 27). They further highlight that

……..if a researcher wish to identify the population of college students, thefactor of being a college student would be the common trait, and you wouldthen have to list each and every such students in the entire world ─ a modestlittle assignment. Or if you wished to add another trait, you might limit yourpopulation to U.S. college students, or by adding a third trait, to U.S.college students attending state university. Obviously, the more traits youadd, the more you limit the designated population…

It means that the more traits that can be shared among the population chosen to be

the object of a research, the more the researcher limit the populations of his object.

Regarding this statement, the researcher then chose the sixth semester students at

English Letters Department of Sanata Dharma University as the object of this

research, for they shared some traits in common; they are students of English Letters

Department of the 2015/2016 academic year who are studying in Sanata Dharma

University and have passed the Structure I to Structure V.


32

Throughout this research, the researcher decided to use a random sampling

technique for achieving representative samples from the total number of population.

Sprinthall et al state that random sampling demands that each member of the entire

population must have an equal chance of being included, and that there is no

member of the population may be systematically excluded (1991: 28). Concerning

to this statement, the researcher chose the object of this research by considering

their equal traits, which is the students of English Letters Department in Sanata

Dharma University of the academic year 2015/2016.

Since this research was a quantitative research, a test should be

administered. According to Brown (2001: 384), a test is a method of measuring a

person’s ability or knowledge in a given domain. He further explains that:

“A test is first a method. It is a set of techniques, procedures, and items thatconstitute an instrument of some sort that requires performance or activityon the part of the test-taker (and sometimes on the part of the tester as well),the someone’s authenticity of pronunciation, or it may be quite explicit andstructured, as in a multiple-choice technique in which correct responseshave already been specified by some “objectives” means.” (2001: 384)

A test was administered by the researcher to comprehend the language

acquisition of using English prepositions for and to among the students. Since a test

is commonly used as the instrument in collecting data to measure someone’s ability

or competence in particular environments or circumstances, the researcher then

decided to use this type of measurement instrument as the data collecting

instrument. The researcher therefore applied a diagnostic test since it was designed

to diagnose a particular aspect of language (Brown, 2001: 390). This kind of test

would differentiate someone’s ability from others in a particular language.


33

The test administered in this research was divided into two parts. The first

part of the test was gap-filling task. This type of test was designed to see whether

or not the students could differentiate the use of prepositions for and to. This gap-

filling task was also used to measure grammatical form and meaning of each

preposition (Purpura, 2004: 135). In this part, the students were required to fill the

blanks in the given sentences either using preposition for or to. The objective of this

part was the students were able to show their ability in using the prepositions for

and to in a sentence.

The second part was structure recognition test in form of multiple choice.

According to Lado, this structure recognition test presented utterances/sentences to

the students which contain the structure problem and to determine whether or not

the students understand the use of certain structure (1961: 150). In this part, the

students were required to choose (a or b) which English translations was the best

for the Indonesian sentences. The objectives of this part was the students were able

to make a distinction between the rules of Indonesians prepositions untuk, kepada,

ke, buat and bagi if they were translated into for or to. To make a better view of the

test that was conducted in this research, the researcher showed the distribution of

functions of the prepositions for and to that were used in the test as follows.

Table 3.1 The Blueprint of the Distribution of the Prepositions for

and to Applied in the Test

No.Prepositions Questions

number inPart A

Questionsnumber in

Part BType Functions

1 ForTo show who is intended to have oruse something or where something

is intended to be put- -


34


number inPart A

Questionsnumber in


2

For

To express who helpsomebody/something 17 -

3 To concern somebody/something - -

4 To show someone/something as arepresentative 12 -

5 To show who is employed (by) 8 3

6 To reveal the meaning of something 6,14 -

7 To support somebody/something - -

8 To show purpose or function - -

9 To show a reason or cause - -

10 To obtain something 3 -

11 To express an exchange forsomething - -

12 To consider what can be expectedfrom somebody/something 2,15 -

13 To express the better, happier, etc.feeling of something - 4

14 To show wheresomebody/something is going 16 -

15 To show a length of time 5 -

16To show that something is arrangedor intended to happen at a particular

time18 -

17To show how difficult, necessary,

pleasant, etc. something is thatsomebody might do or has done

19 -

18 To show who can or should dosomething - 5

19 To To show the direction of something;towards something 13,24 -


35


number inPart A

Questionsnumber in


20

To

(to) the something (of something)located in the direction mentioned

from something- -

21 To show something is as far assomething 7,20 -

22 To reach a particular state 1,21-

23 To show the end or limit of a rangeor period of time 9,22 -

24 To show (something) before thestart of something - 6

25 To show the person or thing thatreceives something 23 -

26 To show the person or thing that isaffected by an action - -

27 To show that two things areattached or connected 4 -

28 To show a relationship between oneperson or thing and another - 1

29 To show something is directedtoward; concerning - 2

30 To introduce the second part of acomparison or ratio - -

31 To show a quantity or rate - -

32 To show an honor towardssomebody/something - -

33To show something happens while

something else is happening orbeing done.

10 7

34 To show somebody’s attitude orreaction to something 11 -

35 To show what somebody’s opinionor feeling about something is - -


36

The table 3.1 above shows the distribution of the item numbers containing

preposition for and to which were used in the test. As mentioned in the previous

part, a measuring instrument or test should be reliable and valid. To be reliable, a

test must be valid. Therefore, the researcher conducted a validity test first to find

out the valid questions which could be used in the test. After conducting the validity

test, researcher applied The Pearcon product-moment coefficient formula to

determine the valid questions that could be used in the test. As a result, the

researcher then figured out the valid questions which covered several functions of

preposition for and to as listed in the table 3.1. We can also see that the questions

of the test (see appendix 5) do not distribute all the functions of prepositions for and

to which are listed in the table above because the other questions (on the validity

test) were considered not valid. To sum up, the questions of the test given to the

students were based on the result of validity test.

According to the table, in part A, the item numbers which contained

preposition for were 2, 3, 5, 6, 8, 12, 14, 15, 16, 17, 18, and 19. In part B, the item

numbers which contained preposition for were 3, 4, and 5. Meanwhile, according

to the table, the distribution of preposition to in Part A were in the item number 1,

4, 7, 9, 10, 11, 13, 20, 21, 22, 23, and 24. In part B, the distribution of preposition

to were in the item number 1, 2, 6, and 7.

After conducting the test, the data were collected. Finally, after collecting

the data, the students’ answers were analyzed to determine their errors in mastering

the prepositions for and to.


37

2. Data Analysis

There were two steps used in order to answer the problem formulations.

Firstly, the researcher identified the student’s accuracy in mastering the

prepositions for and to. To know the accuracy of the students in mastering the use

of prepositions for and to, the researcher scored the test that had been administered.

Therefore, the researcher made a scoring technique to code the students’ answers

in the test. The scoring technique was divided into two parts as follows:

No Score Meaning of Score

1. 1 Correct answer

2. 0 Incorrect answer

The technique that the researcher had made above was used to check the

students’ answer, rating the category of students’ answer (right/correct or

wrong/incorrect), and to indicate what seemed to be the problems that cause

students’ errors in answering the questions in the test. Secondly, the researcher

figured out several errors that contribute to the students’ mastery of prepositions for

and to. This step was used to answer the second question in problem formulation

which was concerning the errors that influence the students’ mastery of prepositions

for and to.


38

CHAPTER IV

ANALYSIS

A. The Student’s Accuracy in Mastering the Prepositions for and to

1. Data Presentation

As revealed in the previous chapter, the data of this research were gathered

by conducting a test to the sixth semester students of English Letters Department.

The test aimed to measure the mastery level of the use of prepositions for and to

among the sixth semester students at English letters department of Sanata Dharma

University in academic year 2015/2016. The first test was conducted on Friday,

April 29, 2016 at 12.30-13.00 and the second test was conducted on Monday, May

2, 2016 at 10.30-11.00. The students, as the population of this research, were only

the sixth semester students.

The instrument or test that was used to obtain the data consisted of two parts.

The type of the first part was gap-filling task. It consisted of 24 questions in which

the students were required to fill each of the blank with the appropriate prepositions,

for or to. The type of the second part was structure recognition test in the form of

translation task. Through this part, the students were required to choose either a or

b that correspond to their answer. The translation form that was used in this part

aimed to figure out several types of errors that contribute to the students’ mastery

in applying prepositions for or to in English sentences.

In this research, the total number of items in the instrument/test were 31

items and the total number of students who became the respondents of this research


39

were 49. The number of respondent were taken from two classes, Morphosyntax II

and Translation I. The detailed information of the students’ achievement in using

prepositions for and to in the test is presented as follows.

a. The Students’ Achievement in Part A

Table 4.1 below shows the students’ scores in Part A. The scores of each

student were concluded by dividing the total correct number of each student by the

total number of questions in Part A. The result was in range of 0-100, in which the

result was multiplied by 100.

Table 4.1 The Students’ achievement in Part A

No. Range of Grade

Number of Students

Achieving the Range of

Scores

Number of Student

in Percentage

1. 90 – 100 5 10,2%

2. 70 – 89 33 67,3%

3. 50 – 69 11 22,4%

4. 30 – 49 0 0,0%

5. 10 – 29 0 0,0%

6. 0 – 9 0 0,0%

It can be seen through Table 4.1 that there is no students (0%) of total

students who achieves the lowest score in range of 0-9. We can also determine that

there is no students (0%) who achieves score in range of 10-29 and 30-49.

Meanwhile, there are eleven students (22,4%) of the total students who reach score

in range of 50-69. Following the previous score, the data shows that thirty three

students (67,3%) of the total students succeed to achieved score in range of 70-89.


40

Finally, there are five students (10,2%) of the total students who can complete grade

score in range of 90-100.

b. The Students’ Achievement in Part B

Table 4.2 below shows the students’ scores in Part B. Similar to the previous

part, the score of each students is completed by dividing the total correct number of

each student by the total number of questions in Part A. The result is in range of 0-

100, in which the result is multiplied by 100.

Table 4.2 The Students’ achievement in Part B

No. Range of Grade

Number of Students

Achieving the Range of

Scores

Number of

Student in

Percentage

1. 90 – 100 2 4,1%

2. 70 – 89 18 36,7%

3. 50 – 69 10 20,4%

4. 30 – 49 12 24,5%

5. 10 – 29 7 14,3%

6. 0 – 9 0 0,0%

According to the table above, it can be seen that none of students (0%) of

the total students (49) who achieve the lowest score in range of 0-9. There are seven

students (14,3%) of the total students who reach score in range of 10-29. Next, there

are twelve students who obtain the score in range of 30-49. It also can be seen that

ten students (20,4%) of the total students can reach the score in range of 50-69.

Then, there are two students (4,1%) who achieve the highest score in range of 90-


41

100. Throughout this part, most of the students, which are eighteen students

(36,7%) obtain the scores in range of 70-89. It can be assumed that some of the

students still face some difficulties to translate the Indonesian prepositions untuk,

kepada, ke, buat and bagi into English preposition for and to.

c. The Students’ Achievement in the Whole Test

The following table shows the overall students’ achievements in the test.

The scores of each students are gained by dividing the total correct number of each

students by the total number of question in the test. The result is in range of 0-100,

in which the result is multiplied by 100.

Table 4.3 Overall Students’ Achievements in the Test

No. Range of ScoresNumber of Student

Achieveing the Rangeof Scores

The Number ofthe Students in

Percentage

1 90 – 100 4 8%

2. 80 – 89 12 24%

3. 70 – 79 16 33%

4. 60 – 69 9 18%

5. 50 – 59 8 16%

6. 40 – 49 0 0%

7. 30 – 39 0 0%

8. 20 – 29 0 0%

9. 10 – 19 0 0%

10. 0 – 9 0 0%


42

Throughout the table 4.3 above, we can determine that there is no students

who achieves the lowest score in range of 0-9. Furthermore, none of the students

(0%) who obtain the score in range of 10-19, 20-29, 30-39, and 40-49. It means that

there is no students who obtains the score under 50. Meanwhile, there are eight

students (16%) who obtain the score in range of 50-59. Then, nine students (18%)

can gain the score in range of 60-69. The most score that the students achieve is in

range of 70-79, in which there are sixteen students. Then, there are four students

(8%) that gain the highest score in range of 90-100. It can be assumed that these

students who achieve the highest score can already comprehend the application of

prepositions for and to if they are translated into Indonesian prepositions untuk,

kepada, ke, buat and bagi. The rest of the students (12), achieve the second highest

score in range of 80-89.

2. Error Classification

It can be concluded that, in fact, students (respondents) make errors in the

test which was administered to them. After conducting the test and checking all the

students’ results, there were lots of errors that could be figured out. Within this

study, the errors that the students produced can be considered as syntax errors.

According to Dulay, Heidi, Burt, M., and Krashen, S (1982: 174), this kind of errors

is classified in error type based on linguistic category. The list of the errors can be

seen as follows.


43

Table 4.4 The Errors Classification

Linguistic Category

and Error Type

Total Number

of ErrorsItems Tested Percentage

for replaced by to 153 686 22,3%

to replaced by for 256 833 30,7%

Table 4.4 above shows the errors that the students made in the test. It

displays two classifications of error that the students made. As we can see, the

highest number of error that the students made during the test is on the preposition

to which is replaced by preposition for. According to the instrument, there are 833

items (counted from the total number of items containing preposition to multiplied

by total number of the students who became the respondents = 17 × 49) tested to

49 respondents (students) and 256 of tested items (30,7%) produce errors. It means

that there are 256 items of preposition to are replaced by preposition for.

Meanwhile, according to the table above, there are 686 items (counted from the

total number of items containing preposition for multiplied by total number of the

students who became the respondents = 14 × 49) tested to 49 respondents (students)

containing preposition for and 153 of tested items (22,3%) produce errors. It means

that there are 153 items of preposition for are replaced by preposition to in the test.

It can be concluded that the errors that the respondents made during the test in both

items (prepositions for and to) are relatively equivalent.


44

3. Data Analysis

The data analysis contains the analysis of data which are used to answer the

questions revealed in problem formulation. So as to answer the first question in the

problem formulation, statistical computation is necessary required.

a. Reliability of the Test

The method applied to measure the reliability of the test in this research is

the split-half technique test. The items of the test were divided into two halves,

which were odd-numbered items and even-number items. Then, the scores of both

halves were counted. In this research, The Pearson-Product Moment was applied in

order to determine the correlation of these two-part score. The result of the

coefficient correlation or the reliability of the half test was 0,98 (see appendix 2).

To define the reliability of the whole test, the researcher applied The Spearman-

Brown Prophecy formula. The result was 0,99 (see appendix 3), which points out

that the test has high reliability (Best, 1986: 240).

b. Descriptive Analysis Presentation

Since this research aims to figure out the students’ mastery in applying

English preposition for and to, a descriptive analysis presentation was required. The

descriptive analysis provides the mean, median, range, mode, and standard

deviation. By providing these type of scores, the students’ mastery in preposition

for and to can be determined.


45

Table 4.5 The Descriptive Analysis

No. Variables Score

1 Mean 23

2 Median 23

3 Range 14

4 Mode 23

The table provided above represents the descriptive analysis of the test. To

answer the first question in the problem formulation, the determination of the score

was required. Thus, the students’ mastery in using English prepositions for and to

were determined according to the basis of the Academic regulation of Sanata

Dharma University 2010 (Peraturan Akademik Universitas Sanata Dharma,

2010:27).

Referring to the academic regulation of Sanata Dharma University

(Peraturan Akademik Universitas Sanata Dharma 2010), the students’ mastery of

prepositions for and to is determined by applying a measurement system based on

The Pedagogy of St. Ignatius. The measurement system is Sistem Penilaian Acuan

Patokan (Criterion-referenced System). This measurement requires the researcher

to firstly determine the minimum passing score as the minimum standard to pass

certain material, which is also known as the minimum-criterion of 3C (Conscience,

Compassion, and Competence) approach. Since the score uses percentage as the

orientation, 56% is determined as the minimum passing score that the student

should achieve in order to pass the test, which will be included in the category of


46

sufficient (C). Meaning to say that the students who achieve the score less than 56%

of the highest score is considered to be in the category of insufficient. Furthermore,

grades’ category of good (B) and very good (A) are determined by the lecturer on

the related material based on the score distribution, which is above the minimum

passion score (56%).

Related to the academic regulation which is explained above, then the score

category applied to this study was determined. The highest score that the students

could achieve throughout the test was 30. Thus, the 56% of this highest score is 19.

It reveals that this score is the minimum passing score to be considered in the

sufficient category. Meanwhile, the students who achieve the score less than the

minimum passing score (19) are considered to be in the insufficient category and

automatically fail the test. The score category is provided below:

Score Category

27-30 Very good

23-26 Good

19-22 Sufficient

15-18 Insufficient

≤ 14 Fail

The mean of the students’ score was 23 (73,06 %). Considering the category

above, it can be summed up that the students’ accuracy level in mastering

prepositions for and to reached the category of good. The table provided below

displays the students’ achievement in the test according to the category above.


47

Table 4.6 The Students’ Achievement in The Test

Score CategoryNumber of Students achieving

the categoryPercentage

27-30 Very Good 8 16,33%

23-26 Good 18 36,73%

19-22 Sufficient 15 30,61%

15-18 Insufficient 8 16,33%

≤ 14 Fail 0 0%

Regarding the table above, it can be concluded that most of the students (18)

students (36,73%) reach the good category. Whereas there are eight (8) students

(16,33%) enter the category of very good. Meanwhile, there are fifteen (15) students

(30,61%) reach the category of sufficient, and the rest of the total students (8) enter

the category of insufficient (16,33%). It also can be concluded that there is none of

the students who are in the category of fail.

c. The Students’ Achievement Analysis in Each Preposition

This part of the research covers the analysis of the students’ achievement in

prepositions for and to. Firstly, the students’ error items of each prepositions were

counted. Secondly, the percentage of error items of each prepositions in each part

of the test was achieved. The following tables and their explanations show the

students’ achievement.


48

Table 4.7 The students’ achievement in preposition for

Type ofPreposition

Number of errors TotalNumber of

Errors

TotalNumber of

Items

Percentageof errors

Part A Part B

For 113 40 153 686 22,3%

Based on the table showed above, the errors that the students produced in

the preposition for is quite low, in which it achieves 22,3%. It can be determined

that from 686 items that were tested, there were only 153 errors. Compared to the

preposition to, the preposition for contributes to the easier type of preposition that

the students are familiar with and lower percentage of errors.

Table 4.8 The students’ achievement in preposition to

Type ofPreposition

Number of errors TotalNumber of

Errors

TotalNumber of

Items

Percentageof errors

Part A Part B

To 151 105 256 833 30,7%

It can be concluded through the table above that the students’ achievement

in the preposition to is relatively low. There were 256 numbers of errors that the

students made from the total number of items of preposition to (833). It also can be

seen that the percentage of the errors were 30,7%. Among the preposition for,

preposition to contributes to more difficult type of preposition and quite harder to

apply in a sentence than preposition for.


49

4. The Discussion of the Students’ Mastery of Prepositions for and to

Considering the result of the test has been presented on the data analysis, it

is found that, although most of the students (18 students) can enter the category of

good, the main point to discuss about is the students’ difficulties in mastering the

prepositions for and to, in which there are still many errors that the students have

made in the test. The discussion about students’ accuracy and difficulties in

mastering the prepositions for and to is presented below.

a. The Students’ Accuracy in Mastering English Prepositions for and to

Throughout the data analysis, it is revealed that most of the students (18)

have passed the category of “good”. Furthermore, their average score is 23

(73,06%), which is above the minimum passing score of the test (56%). Thus, the

mastery of the students in using English prepositions for and to is no longer

questioned. Granted that the students’ mastery in using the English prepositions for

and to is satisfied, the fact is that there are many difficulties the students have faced

in applying those prepositions.

b. The Students’ Difficulties in Applying English Prepositions for and to

This part covers the detailed discussions concerning the students’

difficulties in mastering the English Prepositions for and to. This only focuses on

the discussion about the application of prepositions for and to in the test.

i. The Students’ Difficulties in Mastering The Preposition for

According to the description concerning the errors made by the students in

using English preposition for (see table 4.7), the total number of errors that the


50

students made in the test was 153. This preposition is considered to be easier

compared to preposition to because the percentage of the errors is quite low, which

is 22,3% from the total number of items (686 items). In part A, there were 113

number of errors whereas in part B there were 40 number of errors. Some of the

errors are listed below:

a) Item number 3 Part A

They were eager __________ revenge.

There were only 21 students (43%) answered this item correctly. Then the

rest, which were 28 students (57%), answered this item incorrectly because they

filled the blank with preposition to. The incorrect sentence that the students made

during the test is: They were eager to revenge.

It can be assumed that most of the students who answered this sentence

considered the preposition to was suitable to be put before the word revenge. The

problem was the students might think that the word revenge is a verb, so that it

should be placed after preposition to (to + infinitive). The fact is that, the word

revenge refers to a noun (pembalasan dendam). Therefore, the correct answer

should be: They were eager for revenge.

Based on the Oxford Advanced Learner’s Dictionary 8th Edition, the

preposition for in this sentence is used to obtain something. The pronoun they

conveys a strong desire to obtain something, which is “having” a revenge. In

conclusion, the appropriate preposition to be used in this sentence is for.


51

b) Item number 5 Part A

We had been talking __________ a good half hour.

It is revealed from the data that the students’ achievement in answering this

item is high, in which there were only three students (6%) who answered it

incorrectly. The rest, which was 46 students (94%), could answer it correctly. It

can be concluded that most of the students already have mastered one of the

function of preposition for, in which it is used to show length of time. When we

discuss the time (when something happens in a period of time), we would rather

use the preposition for rather than to. Thus, the correct answer should be: We had

been talking for a good half hour.

c) Item number 6 Part A

Shaking your head __________ “NO” is not universal.

The data reveals that there were only four students (8%) who answered this

item incorrectly, whereas most of the students (45 students) could answer this item

correctly. It can be summed up that the students’ achievement through this item is

high, in which the percentage reaches 92%. The correct answer, in which most of

the students can use the preposition for correctly is: Shaking your head for “NO”

is not universal.

According to Collin Cobuild English Guides, this sentence discusses the

use of preposition for; a word for another word or for a thing means the same as

that word, or refers to that thing (1991: 35). In this case, “shaking head” may reveal

“the statement of NO”, yet it is not universal or may not always exist in everywhere.


52

Based on the Oxford Advanced Learner’s Dictionary 8th Edition, the preposition

for in this sentence is used to reveal the meaning of something. Regarding the

meaning of this sentence, the interpretation of “shaking head” does not always

reveal the meaning of “NO”.

d) Item number 8 Part A

I’ve applied _________ a job at the factory, I don’t know if I’ll get it.

There were 43 students who answered this item correctly, whereas there

were six student (12%) of the total students could not answer the item correctly.

Although this item is considered as an easy question, there are still some students

who cannot fill the blank with the appropriate preposition. However, the students’

achievement in this item is still considered high, in which the percentage reaches

88%. The correct answer that most of the students (43 students) have made is: I’ve

applied for a job at the factory, I don’t know if I’ll get it. It is clearly seen that the

application of preposition for in the sentence discusses someone as an employee,

member, player, etc. of something (Merriam Webster, 2008: 646). Thus, this

sentence refers to one of the function of for, which is (someone) who is employed

(by).

e) Item number 12 Part A

Paisley claims to speak __________ the majority of local people.

According to the data, there were 35 students (71%) who could answer the

item correctly, while the rest, 14 students (29%), could not answer the question


53

correctly. Those who answered the item incorrectly replaced the preposition for by

preposition to. They might tend to consider both prepositions share the same

meaning. Their answer was: Paisley claims to speak to the majority of local people.

The sentence above may be quite confusing since half of the students are

unable to differentiate the use of preposition for and to. In fact, the use of both

prepositions in this sentence is dissimilar. The students then may face two different

answers, which are “Paisley claims to speak for the majority of local people” and

“Paisley claims to speak to the majority of local people.” In this case, the students

might be confused to decide which preposition they have to put before the noun

phrase “the majority of local people”. The sentence which uses preposition for

indicates the subject “Paisley” as a representative of the majority of local people;

“Paisley” represents someone who (maybe) part of the local people. Conversely,

when preposition to is applied, it points out the subject “Paisley” as the one who

(claims to) speak to the majority of local people. According to the meaning of the

sentence, the correct preposition is for since the subject “Paisley” is indicated as

the representative of the majority of local people. Thus, the correct sentence must

be: Paisley claims to speak for the majority of local people.

Referring to the Oxford Advanced Learner’s Dictionary 8th Edition, this

sentence uses one of the functions of preposition for, in which preposition for is

used as a representative (of something/someone).


54

f) Item number 14 Part A

What’s the proper word __________ those things?

Based on the data, there were only three students (6%) who answered this

item number incorrectly, whereas most of the students, which were 46 students,

could answer it correctly. Similar to the previous item (number 5), the students’

achievement in this item is high since the percentage of the students who can

answer the question correctly reaches 94% of the total students. Meaning to say

that most of the students have already mastered one of the function of preposition

for, which is used to reveal the meaning of something. Therefore, the correct

answer is: What’s the proper word for those things? To sum up, the students who

passed the test have comprehended the use of preposition for, when for indicates

“something” that can be exchanged by certain words.

g) Item number 15 Part A

That’s too much responsibility __________ a child.

Similar to item number 8, the students’ achievement in this item is high

since the students’ percentage who are able to complete the sentence with

preposition correctly reaches 88% of the total students. There were 43 students who

answered the question correctly, whereas there were six student (12%) of the total

students could not answer the item correctly. It means that most of the students

have already mastered the function of preposition for number 12 based on the

Oxford Advanced Learner’s Dictionary 8th Edition, in which it is used to consider

what can be expected from somebody/something. The sentence below is the correct


55

answer that most of the students have made: That’s too much responsibility for a

child.

The sentence above discusses “a child” who is not expected to have “too

much responsibilities” (like adults often have). Thus, the use of preposition for here

is to emphasize “a child” who is considered not to have too much responsibilities.

h) Item number 16 Part A

Tomorrow morning I have to catch a plane. I’m leaving my house

__________ the airport at 7.30.

According to the data, there were only six students (12%) from the total

students (49) who answered this item correctly. Whereas most of the students,

which were 43 students, answered the question incorrectly. It can be concluded that

the students’ achievement through this item is very low since the percentage of the

total incorrect answers reaches 88%. The incorrect sentence that most of the

students have made is: Tomorrow morning I have to catch a plane. I’m leaving my

house to the airport at 7.30. Most of the students might consider the preposition to

in this sentence is the appropriate one to apply before the object “the airport” as the

destination of the subject. Since they might consider the object “the airport” is the

“endpoint of destination”, therefore they apply preposition to. However, this is

incorrect because “the airport” here discusses an intention rather than movement

(Lindstromberg, 2010: 226). This also refers to one the function of preposition for,

in which it is used to show where somebody/something is going. Therefore, the


56

correct answer must be: Tomorrow morning I have to catch a plane. I’m leaving

my house for the airport at 7.30.

It is clearly seen in the sentence that, before the indirect object “my house”

there is a travel-related word “leaving” which is typically associated with

preposition for. It is true that this travel-related word does indicate that the

landmark (airport) is a destination. Yet, in this case, for does not focus on the

endpoint of destination (like to does) but rather an intention in some early or

intermediate stage of the trip (Lindstromberg, 2010: 226).

i) Item number 17 Part A

Let me carry that bag __________ you.


item is almost perfect, in which there was only a student (2%) who answered it

incorrectly. Most of the students, which was 48 students (98%), could answer the

question correctly. It can be summed up that most of the students already have

mastered the function of preposition for based on the Oxford Advanced Learner’s

Dictionary 8th Edition, in which it is used to help someone/something. In this

sentence, the preposition for indicates the subject “me” who tries to help the object

by carrying his/her bag. Therefore, the correct answer would be: Let me carry that

bag for you.


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j) Item number 18 Part A

We’re invited __________ 7.30.

There were 19 students from the total students (49) who answered this

question correctly, whereas 30 students (61%), answered the question incorrectly.

It can be concluded that the students’ achievement throughout this item is low since

it just reaches 39% of the minimum standard. Most of the students may assume that

preposition to is more appropriate to apply because it discusses period of time. The

answer that most of the students made during the test is: We’re invited to 7.30.

The sentence above indicates that something is planned for a particular time

and it is planned to happen at that time. In this case, there are some people (the

subject we) who are invited in an event which starts at 7.30. Therefore, according

to the Oxford Advanced Learner’s Dictionary 8th Edition, the application of

preposition for in this sentence is used to show that something is arranged or

intended to happen at a particular time. The correct answer will be: We’re invited

for 7.30

k) Item number 19 Part A

__________ her to have survived such an ordeal was remarkable.

Based on the data, there were five students (10%) who could not answer

this item number correctly, while the rest (44 students) could answer it correctly.

Since the students’ achievement in this sentence is high, in which it reaches 90%,

then it can be considered that the students have already comprehended how to apply

the preposition for in expressing how difficult, necessary, pleasant, etc. something


58

is that somebody might do or has done. Therefore, the best answer is: For her to

have survived such an ordeal was remarkable.

The preposition for applied in this sentence emphasizes the subject’s

expression of how remarkable her life survival was that she had experienced/done.

l) Item number 3 Part B

Dia bermain untuk Denver.

In part B, the students were asked to choose the right translation from

Indonesian into English. Throughout this item, there were just 3 students (6%) who

chose the wrong answer while the rest, which was 46 students (94%) had chosen

the correct answer. Most of them chose b as the correct answer, in which the

preposition for is applied: He plays for Denver.

Those who cannot answer this item correctly may not be able to

differentiate the function of Indonesian preposition untuk. This becomes

problematic since the students literally translate the Indonesian preposition untuk

into to without considering its function in the sentence and the meaning of the

sentence itself. Therefore, the students seem confused to determine the correct

preposition.

The Indonesian preposition untuk in this item number can be translated into

for since, according to the meaning of the sentence, it is used to show that someone

is an employee, member, player, etc. of something (Merriam Webster, 2008: 646).

Thus, based on the Oxford Advanced Learner’s Dictionary 8th Edition, this


59

sentence indicates that (someone) is employed (by). Therefore, the preposition for

is suitable for this item to indicate that the subject (he) is one of Denver’s player.

m) Item number 4 Part B

Saya gembira untuk kamu.

According to the data, there were 33 students (67%) who chose the right

translation (b), while the rest which were 16 students (33%), chose the wrong

translation (a). Although the students’ achievement through this item is quite good

as the percentage passed the category of sufficient, it still can be concluded that

several students do not comprehend the function of preposition for and cannot

apply it correctly in a sentence. The wrong answer that the students have chosen

is: I am delighted to you.

In this sentence, the students may have difficulties to choose the right

translation of Indonesian preposition untuk into for or to, for they almost share the

same meaning. In this case, some students choose the preposition to because they

may consider it as the best translation for Indonesian preposition untuk. The

students do not also consider the meaning of the sentence before they choose the

right translation.

The right preposition must be for because the sentence talks about

someone’s better feeling (delighted) towards someone else. Thus, based on the

Oxford Advanced Learner’s Dictionary 8th Edition, preposition for in this item

number is used to show someone’s better/happier feeling of something/someone

else. Therefore, the right answer is b: I am delighted for you.


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n) Item number 5 Part B

Editor adalah seseorang yang bertanggung jawab pada apa yang terlihat

dalam sebuah surat kabar.

It can be revealed that the students’ achievements through this item was

quite low because there were only 21 students (43%) who could choose the correct

translation (b) while the rest, 28 students (57%), chose the incorrect translation (a).

The wrong translation that most of the students have chosen is: The editor is the

person who is responsible to what appears in a newspaper.

It can be seen that the students face misconception in translating the

Indonesian preposition pada into English preposition to. They might think that

preposition to was also suitable to put after the adjective “responsible”. Besides,

they did not consider the meaning of the sentence first and the function of

preposition to if it is added in the sentence. These problems lead the students into

confusion of which preposition they should apply in order to make the right

translation.

Considering the meaning of the sentence, it needs a preposition to

emphasize that the editor is the one who should do something/make an action

towards something. Thus, according to Oxford Advanced Learner’s Dictionary, the

right answer is b, for this item shows who can or should do something. Therefore,

the correct translation is: The editor is the person who is responsible for what

appears in a newspaper.


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ii. The Syntax Errors of Preposition for

As mentioned previously in Error Classification part, the errors produced in

this analysis are categorized as syntax errors. It is because the errors deal with the

grammatical function of prepositions for in order to form a correct and well-

performed sentence. Besides, the errors also occur due to the ignorance of rules of

preposition for. To make a better view of the syntax errors of preposition for, the

table is displayed as follows.

Table 4.9 The Distribution of Syntax Errors of Preposition for

Part ItemNumber Incorrect Sentences Correct Sentences

A

3 They were eager to revenge. They were eager for revenge.

5 We had been talking to agood half hour.

We had been talking for agood half hour.

6 Shaking your head to “NO” isnot universal.

Shaking your head for “NO”is not universal.

8I’ve applied to a job at thefactory, I don’t know if I’llget it.

I’ve applied for a job at thefactory, I don’t know if I’ll getit.

12 Paisley claims to speak to themajority of local people.

Paisley claims to speak for themajority of local people.

14 What’s the proper word tothose things?

What’s the proper word forthose things?

15 That’s too muchresponsibility to a child.

That’s too much responsibilityfor a child.

16Tomorrow morning I have tocatch a plane. I’m leaving myhouse to the airport at 7.30.

Tomorrow morning I have tocatch a plane. I’m leaving myhouse for the airport at 7.30.

17 Let me carry that bag to you. Let me carry that bag for you.

18 We’re invited to 7.30. We’re invited for 7.30.

19 To her to have survived suchan ordeal was remarkable.

For her to have survived suchan ordeal was remarkable.


62


B

3 He plays to Denver. He plays for Denver.

4 I am delighted to you. I am delighted for you.

5The editor is the person whois responsible to what appearsin a newspaper.

The editor is the person who isresponsible for what appearsin a newspaper.

According to the table 4.9 above, it can be summed up that the errors are

caused by the incorrect application of preposition for. These errors occur when they

deal with several functions of preposition for in order to build a well-performed

sentence such as: to obtain something, to show length of time, to reveal a meaning

of something, to show who is employed (by), to represent someone/something, to

consider what can be expected from somebody/something, to show where

somebody/something is going, to help someone, to show that something is arrange

or intended to happen at particular time, to express how difficult or pleasant

something is that somebody might do or has done, and to show someone’ better

feeling of something/someone else.

iii. The students’ difficulties in mastering the preposition to

According to data described previously, the errors produced by the students

in using English preposition to was 256 of 833 tested items (see table 4.8). As a

result, this preposition is considered more complicated compared to preposition for

because the percentage of the errors is higher, which is 30,7% from the total

number of items. In part A, there were 151 number of errors whereas in part B there

were 105 number of errors. The errors are listed as follows.


63

a) Item number 1 Part A

The vegetables were cooked __________ perfection.

In this item number, there were 55% of the total students (27 students)

answered the question correctly. Then the rest of the students, which were 22

students (45%), answered this item incorrectly because they filled the blank with

preposition for. The incorrect sentence that the students have made is: The

vegetables were cooked for perfection.

Most of the students who answered this item number might think that the

preposition for was suitable to put before the noun “perfection”. The problem was

the students did not consider the meaning of the sentence and the function of each

preposition (for and to) in this sentence. In the end, the students just apply the

preposition arbitrary. The correct answer should be using preposition to: The

vegetables were cooked to perfection.

In the previous sentence, the preposition to is more appropriate to put,

because based on the Oxford Advanced Learner’s Dictionary 8th Edition, the

application of preposition to in this sentence is used to reach a particular

state/condition. The vegetables are cooked (in such ways) so that the vegetables

are done perfectly and ready to serve.

b) Item number 4 Part A

Attach a recent photograph __________ your application form.

It is revealed from the data that there were 35 students (71%) who answered

the item correctly and there were 14 students (29%) students who answered the


64

item incorrectly. Although the students’ achievement through this item is quite

good, there were still some students who answered this item by applying

preposition for instead of to. The incorrect answer that the students have made is:

Attach a recent photograph for your application form.

Those who answer the sentence by applying preposition for might not

consider the meaning of the sentence, and which preposition suits the verb attach.

Based on the Oxford Advanced Learner’s Dictionary 8th Edition, the preposition

to in this sentence is used to show that two things are attached or connected.

Furthermore, the verb attach is also typically associated with preposition to. The

sentence emphasizes that to complete an application form, someone (applicant)

should attach a recent photograph. This recent photograph is essential to put in

order to complete the application form. Because these two things are connected

each other (a recent photograph as to complete an application form) then the

appropriate preposition to apply is to. Thus, the correct answer is: Attach a recent

photograph to your application form.

c) Item number 7 Part A

Does your interest in nuclear physics extend __________ nuclear

weaponry?

There were 43 students (88%) who answered the question correctly whereas

the rest of the students, which were 6 students (12%) answered this item

incorrectly. Meaning to say that the students’ achievement through this item is

quite high, in which the percentage reaches 88%. The correct answer, in which


65

most of the students could use the preposition to correctly is: Does your interest in

nuclear physics extend to nuclear weaponry?

This interrogative sentence above discusses the use of preposition to

indicating something can be moved/changed as far as something (reaching a

particular state). Therefore, based on the Oxford Advanced Learner’s Dictionary

8th Edition, the application of preposition to in this sentence is used to indicate

something that is “as far as something”.

d) Item number 9 Part A

Offices handling everything from espionage _____ assassination.

In this part, there were 42 students answered the question correctly, whereas

there were only seven students (14%) of the total students answered the item

incorrectly. Though this item may be considered as an easy question, there are still

some students who cannot fill the blank with the appropriate preposition. However,

the students’ achievement in this item is still considered high, in which the

percentage reaches 86%. The correct answer that most of the students (42 students)

have made is: Offices handling everything from espionage to assassination.

It can be seen from the sentence that the application of preposition to is to

emphasize the last thing in a range of something. Here, the word assassination is

considered as the last step of a murder of prominent person (which started from

espionage). Moreover, according to Collin Cobuild English Guides, preposition to

is added after “everything from” or “anything from” that indicates the last thing in


66

a range of things (1991: 73). Therefore, the appropriate preposition to apply is to,

when preposition to is used to show the end or limit of a range or period of time.

e) Item number 10 Part A

I woke __________ the sound of torrential rain.

It is revealed from the data that there were 18 students (37%) of the total

students (49) who could not answer the item correctly, while the rest, 31 students

(63%), could answer the question correctly. Those who could not answered the

question correctly replaced the preposition to by preposition for, for they might

consider that both prepositions share the same meaning if they are applied

arbitrarily in this sentence. Their answer is: I woke for the sound of torrential rain.

The sentence discuses an activity which happens while another activity is

happening. In this case, the subject (I) woke up from his/her sleep while he/she

heard a sound of torrential rain. Therefore, the use of preposition to in this sentence

is used to indicate that something happens while something else is happening or

being done. Therefore, the correct answer: I woke to the sound of torrential rain.

f) Item number 11 Part A

__________ her astonishment, he smiled.

There were only 16 students (33%) who answered the question correctly.

On the other hand, most of the students, which were 33 (67%), answered the

question incorrectly. It can be assumed that the students’ understanding in using

preposition to in this item is low since just few of them could answer the item


67

correctly. The incorrect answer that most of the students made in the test is: For

her astonishment, he smiled.

Throughout this sentence, the students might not comprehend the

distinction between the use of preposition for and to if both prepositions are applied

in a sentence. Consequently, they just put the preposition for arbitrarily. This

sentence actually indicates someone’s attitude towards something. In this case, the

subject “he” smiled towards someone’s astonishment. Thus, this sentence needs a

preposition to indicate that someone gives a reaction towards something, which is

preposition to. The application of to here is to show somebody’s attitude or reaction

to something. Then, the correct answer is: To her astonishment, he smiled.

g) Item number 13 Part A

There will be a visit __________ the theater.

Similar to item number 8, the students’ achievement in this item is high

since the students’ percentage who are able to answer the question with correct

preposition reaches 86% of the total students. It shows that there were 42 students

who answered the question correctly, whereas there were only six students (14%)

of the total students could not answer the item correctly. It means that most of the

students have already mastered one of the function of preposition to, in which it is

used in the direction of something; towards something. The correct answer is:

There will be a visit to the theater.

According to Collin Cobuild English Guides, the previous statement

indicates that if someone or something goes to a place, they will move towards it


68

(1991: 70). In this case, there will be someone/some people who (will) have a visit

to the theater or come/get to a theater. Therefore, this sentence needs a preposition

which can indicate a movement towards the theater, which is the preposition to.

h) Item number 21 Part A

The letter reduced her __________ tears.


question is high, in which there were only seven students (14%) who answered it

incorrectly. Most of the students, which was 42 students (86%), could answer the

question correctly. The correct answer that most of the students made in the test is:

The letter reduced her to tears.

The sentence above discusses something which makes someone cry. In this

case, after writing or reading a letter, she begins to cry. The letter reduced her to

tears means the letter makes her cry. It can be determined that the students already

have mastered one of the function of preposition to based on the Oxford Advanced

Learner’s Dictionary 8th Edition, in which preposition to is used to reach a

particular state.

i) Item number 22 Part A

Colleges of education may have anything from a few hundred __________

nearly 2000 students.

The data shows that there were 10 students (20%) who could not answer

this sentence correctly, while the rest (39 students) could answer this sentence


69

correctly. Since the students’ achievement in this sentence is high, in which it

reaches 80%, then it can be assumed that the students have already understood how

to apply the preposition to to show the limit of a range. According to the Oxford

Advanced Learner’s Dictionary 8th Edition, the preposition to in this sentence is

used to show the end or limit of a range or period of time. Therefore, the correct

sentence must be: Colleges of education may have anything from a few hundred to

nearly 2000 students.

j) Item number 23 Part A

She was always wonderfully kind __________ me.

The students’ achievement in this item is high since the students’

percentage who are able to answer the question with correct preposition reaches

84% of the total students. It shows that there were 42 students who answered the

question correctly, whereas there were only seven students (16%) of the total

students could not answer the item correctly. The correct sentence that most of the

students have made is: She was always wonderfully kind to me.

According to Collin Cobuild English Guides, the sentence in this item

number indicates someone who has an action/feeling directed towards him/her.

(1991: 71). It can be determined that someone (the object) has a kindness feeling

towards someone (the subject). Therefore, this sentence needs a preposition which

can indicate that someone has a feeling towards her/him, which is the preposition

to. The application of preposition to in this sentence is used to show the person or

thing that receives something.


70

k) Item number 1 Part B

Akan ada sebuah solusi untuk masalah ini.

In this part, the students were asked to choose the correct English

translation and decide which preposition (for or to) that should be applied.

Throughout this item, there were only 12 students (24%) who chose the correct

preposition while the rest, which was 37 students (76%) chose the incorrect answer.

It can be concluded that the students’ achievement through this item is low because

most of the students (37) chose (a) as their answer. The incorrect answer that most

of the students made during the test is: There will be a solution for this problem.

Those who cannot answer the question correctly may not be able to decide

whether to apply for or to as the translation of Indonesian preposition untuk. This

becomes tricky since the students determine that for and to share the same meaning

and they are exchangeable. In this item number, the students also literally translate

the Indonesian preposition untuk into for without consider its function and meaning

in the sentence. Therefore, the students seem truly confused to decide the correct

preposition.

The Indonesian preposition untuk in this item can be translated into to since,

according to the meaning of the sentence, to indicates how things are related or

connected each other (Merriam Webster, 2008: 1731). It can be concluded that

solution and problem are connected/related to each other; if there is a problem, then

there must be a solution. Thus, this sentence needs a preposition to connect the

words “solution” and “problem”, which is preposition to. Therefore, the correct

answer is: There will be a solution to this problem.


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l) Item number 2 Part B

Ini adalah sebuah ancaman bagi kedamaian dunia.

According to the data, there were 31 students (63%) who chose the right

translation (a), whereas the rest which were 18 students (37%), chose the wrong

translation (b). It can be summed up that the students’ achievements through this

item is quite good as the percentage passes the category of sufficient, yet there are

still several students who do not comprehend the function of preposition to and

cannot apply it correctly in this item. The wrong answer from this item is: It was a

threat for world peace.

In this item number, the students face difficulties to translate the Indonesian

preposition bagi into English preposition for or to because they almost share the

same meaning. Those who choose the answer which is using preposition for do not

also consider the meaning of the sentence.

The right preposition to apply must be to because the sentence discusses

something that is concerning about something/somebody. In this case, this item

points out a threat that is concerning about world peace. Thus, based on the Oxford

Advanced Learner’s Dictionary 8th Edition, the function of preposition to in this

sentence is used to show something that is directed toward something/somebody;

concerning something/somebody. Therefore, the right answer is (b): It was a threat

to world peace

.


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m) Item number 6 Part B

Berapa lama lagi waktu yang dibutuhkan untuk makan siang?

It can be summed up that the students’ achievements throughout this item

is low, in which there were only 17 students (35%) who chose the correct

translation (b) while the rest, which were 32 students (65%) chose the incorrect

translation (a). The wrong translation that most of the students have made is: How

long is it for lunch?

The students faced misconception to translate the Indonesian preposition

untuk into English preposition for. Besides, they also did not consider the meaning

of the sentence first and the function of preposition for if it is added in that sentence.

These problems lead them into misperception of which preposition they should

apply in order to make a correct translation.

According to Collin Cobuild English Guides, the sentence in this item

number indicates the form or state that someone/something starts to have (1991:

71). In this case, the interrogative sentence above gives a state that somebody is

going to have lunch. Thus, it needs a preposition to emphasize that someone is

going to have lunch, which is preposition to. Thus, according to Oxford Advanced

Learner’s Dictionary 8th Edition, the right answer is b, for the application of

preposition to in this sentence is used to indicate something before the start of

something. Therefore, correct translation is: How long is it to lunch?


73

n) Item number 7 Part B

Dia terbangun karena suara dari aliran hujan.

According to the data, there were 31 students (63%) who chose the correct

translation (b) while the rest, which were 18 students (37%) chose the incorrect

translation (a). The wrong translation that the students made is: He woke for the

sound of pouring rain. At this point, the students were confused to decide which

English preposition (for or to) that is more appropriate to apply in order to form a

correct sentence. According to Collin Cobuild English Guides, sentence in this item

number indicates the sound that people hear while they do something or while

something happens (2008: 1731). In this case, it is clearly stated that the subject

“he” just woke up from his sleep while he heard the sound of pouring rain. Thus,

according to Oxford Advanced Learner’s Dictionary 8th Edition, the right answer

is b, in which preposition to is used to indicate that something happens while

something else is happening or being done. Therefore, the correct answer is: He

woke to the sound of pouring rain.

iv. The Syntax Errors of Preposition to

Throughout this research, it is found out that the errors are caused by the

incorrect application of preposition to. These errors are considered as syntax errors

because they deal with the grammatical function of prepositions to in order to form

a correct and well-performed sentence. Moreover, the errors also occur due to the

ignorance of rules of preposition to. To make a better view of the syntax errors of

preposition to, the table is displayed below.


74

Table 4.10 The Distribution of Syntax Errors of Preposition to


A

1 The vegetables were cooked forperfection.

The vegetables were cooked toperfection.

4 Attach a recent photograph foryour application form.

Attach a recent photograph toyour application form.

7 Does your interest in nuclearphysics extend for nuclearweaponry?

Does your interest in nuclearphysics extend to nuclearweaponry?

9 Offices handling everything fromespionage for assassination.

Offices handling everythingfrom espionage to assassination.

10 I woke for the sound of torrentialrain.

I woke to the sound of torrentialrain.

11 For her astonishment, he smiled. To her astonishment, he smiled.

13 There will be a visit for thetheater.

There will be a visit to thetheater.

21 The letter reduced her for tears. The letter reduced her to tears.

22 Colleges of education may haveanything from a few hundred fornearly 2000 students.

Colleges of education may haveanything from a few hundred tonearly 2000 students.

23 She was always wonderfully kindfor me.

She was always wonderfullykind to me.

B

1 There will be a solution for thisproblem.

There will be a solution to thisproblem.

2 It was a threat for world peace. It was a threat to world peace.

6 How long is it for lunch? How long is it to lunch?

7 He woke for the sound of pouringrain.

He woke to the sound of pouringrain.

According to the table 4.10 above, it can be concluded that the errors caused

by incorrect application of preposition to occur when it deals with several

grammatical functions of preposition to in order to build a well-performed sentence

such as: to reach a particular state/condition, to show two things are attached or


75

connected, to indicate something that is “as far as something”, to show the end or

limit of a range or period of time, to indicate that something happens while

something else is happening or being done, to show somebody’s attitude or reaction

to something, to show direction towards something, to show the person or thing that

receives something, to show something that is directed towards

something/somebody or concerning something/somebody, and to indicate

something before the start of something.

B. The Errors that Contribute to the Students’ Mastery of Prepositions for

and to

Referring to the analysis that has been done previously, the researcher

figures out three types of errors that contribute to the students’ mastery of

preposition for and to, which are interlingual transfer, interference, and intralingual

transfer. The percentages of each errors are displayed in the table as follows.

Table 4.11 The Percentage of Each Errors

Types of Errors Total Number ofQuestions Percentage

Interlingual 20 64,5%

Interference 7 22,6%

Intralingual 4 12,9%

According to the table 4.11, the biggest errors that contribute to the students’

mastery of preposition for and to is interlingual transfer. The researcher figures out

that 64,5 % of the total questions of the test (20 questions) produce errors caused


76

by interlingual transfer among the students. Secondly, another type of errors that

contribute to the students’ mastery of preposition for and to is interference. The

percentage of errors caused by interference in the test is 22,6%, in which there are

7 questions (all question of part B) causing students’ errors in the test. Finally,

intralingual error also contributes to the students’ mastery of preposition for and to.

There are 4 questions (12,9%) in the test that contribute to the students’ errors

caused by intralingual transfer.

1. Interlingual Transfer

According to the analysis of this research, one of the errors that contribute

to the students’ mastery of preposition for and to is interlingual transfer. As it was

explained in the previous chapter, Interlingual transfer refers to the beginning or the

early stages of learning a second language. Throughout the early stages, before the

system of the second language is familiar to the second language learners, the native

language is the only linguistic system in previous experience upon which the learner

can draw (Brown, 1987: 177). Meaning to say that the first language of the students,

which is Indonesian, plays a high role in influencing the second language

acquisition of the students.

According to table 4.11, the researcher finds out that 64,5 % of the test (20

questions) are considered causing interlingual errors, in which the students have

difficulties to answer those question. The number of questions in the test that

produce errors caused by interlingual are item number 1, 2, 4, 5, 6, 7, 8, 9, 11, 13,

14, 15, 17, 18, 19, 20, 21, 22, 23, and 24 (Part A). The interlingual error occurs in


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these sentences because the students might think that the preposition for and to

share the same meaning and they are exchangeable. Consequently, they just apply

random prepositions without considering the function of each prepositions and the

meaning of the sentence.

One of the questions that contributes to the interlingual errors is item

number 17 Let me carry that bag __________ you. In this item number, the

students face difficulties to differentiate the prepositions for and to and decide the

correct one that suits the sentence. They then apply random preposition and as a

result, there are many mistakes made by the students.

As stated in the previous analysis, based on the Oxford Advanced Learner’s

Dictionary 8th Edition, the application of for in this item number is to help

someone/something. In this sentence, the preposition for indicates the subject “me”

who tries to help the object by carrying his/her bag. Therefore, the correct answer

would be: Let me carry that bag for you.

2. Interference

The second type of errors that contributes to the students’ mastery of

preposition for and to is interference. According to Krashen, interference is the first

language influence on second language performance (1981: 64). Interference

becomes a problem for Indonesian learners in mastering English as a second

language since the first language, which is Indonesian, may influence them.

Regarding the analysis of the test, the interference happens when the

students want to choose the correct English translation in all item numbers of Part


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B. In this part, they are required to choose the correct English sentence containing

Indonesian prepositions. As a result, the students faced the difficulties when they

wanted to translate the Indonesian preposition pada, untuk, bagi into English

preposition for and to, for in Indonesian language, pada, untuk, bagi almost share

the same meaning.

Table 4.11 shows that 22,6% (7 questions) from the total questions of the

test potentially produce errors caused by interference towards the students. All the

item numbers that produce errors caused by interference among the students are in

Part B, because this part requires the students to choose the correct English

translation of Indonesian sentence, in which the rules of Indonesian language as the

students’ first language may influence them in choosing the correct English

sentence. As an instance, the students faced the interference when they answered

the item number 1 in part B “Akan ada sebuah solusi untuk masalah ini” into

English sentence. The correct answer is b “There will be a solution to this problem.”

In this part, the interference error happens when the rules of Indonesian sentence

influence them to decide which preposition (to or for) can means untuk. In this case,

the students may consider both preposition for and to can be applied as the

translation of Indonesian preposition untuk. In fact, the application of for in this

item number is incorrect because if we consider the meaning of the sentence, the

appropriate preposition to use is to, for it indicates how things are related or

connected each other (Merriam Webster, 2008: 1731).


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3. Intralingual Transfer

The last type of errors which contributes to the students’ mastery of

preposition for and to is intralingual transfer. As mentioned by Delija and Koruti,

intralingual errors is the condition where errors occur due to partial learning of the

target language (2013: 1). They also added, as cited from Brown (1987), that

intralingual transfer can be attributed to the ignorance of rule restriction which

means “applying rules to contexts to which they do not apply”. Referring to the

analysis, it can be revealed that the intralingual errors occurs when students are lack

of knowledge about prepositions for and to and they seems to ignore the functions

of each preposition.

According to the table 4.11, there are 4 questions (12,9%) in the test that

contribute to the intralingual transfer among the students. The item numbers are 3,

10, 12, and 16 (Part A). The intralingual transfer occurs in these numbers because

the students are lack of knowledge about prepositions for and to and they seem

ignore the rules of both preposition.

One of the item numbers that is caused by intralingual transfer is item

number 16: Tomorrow morning I have to catch a plane. I’m leaving my house for

the airport at 7.30. Most of the students might consider the preposition to in this

sentence is the appropriate one to apply before the object “the airport” as the

destination of the subject. Since they might think the object “the airport” is the

“endpoint of destination”, therefore they applied preposition to. However, this is

incorrect, for “the airport” here discusses an intention rather than movement


80

(Lindstromberg, 2010: 226). This also refers to one the function of preposition for,

in which it is used to show where somebody/something is going.

There is also a rule revealed in this sentence that before the indirect object

“my house” there is a travel-related word “leaving” which is typically associated

with preposition for. It is true that this travel-related word does indicate that the

landmark (airport) is a destination. Yet, in this case, for does not focus on the

endpoint of destination (like to does) but rather an intention in some early or

intermediate stage of the trip (Lindstromberg, 2010: 226).


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CHAPTER V

CONCLUSION

A. Conclusion

It is figured out that the sixth semester students at English Letters

Department of Sanata Dharma University mastery on the prepositions for and to

enters the category of good. Their average score (mean) is 23 (73,06 %), which is

above the target of minimum score (56%). Regarding the analysis of the test, the

difficulties that the students face in mastering the prepositions for and to is in the

application of preposition to. Although the students’ achievement throughout this

preposition is quite good (69,3%) and above the target of minimum score (56%), it

can be seen that there are many errors that the students have made during the test.

In this research, it is found out that the errors caused by the incorrect

application of prepositions for and to are categorized as syntax errors. It is because

the errors deal with the grammatical functions of prepositions for and to in order to

form a correct and well-performed sentence. Besides, the errors also occur due to

the ignorance of rules of prepositions for and to.

Referring to the analysis that has been done, the students’ errors in

mastering the prepositions for and to are influenced by several types of errors,

which are interlingual transfer, interference, and intralingual transfer. According to

the table 4.11 in the previous chapter, it can be concluded that the biggest type of

error which contributes to the students’ mastery of preposition for and to is

interlingual transfer. It shows that 64,5 % (20 questions) of the mistakes produced


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by the students are caused by interlingual. The number of questions in the test that

produce mistakes caused by interlingual transfer are 1, 2, 4, 5, 6, 7, 8, 9, 11, 13, 14,

15, 17, 18, 19, 20, 21, 22, 23, and 24 (Part A). The interlingual transfer occurs in

these sentences because the students might think that the preposition for and to

share the same meaning and they are exchangeable. Consequently, they just apply

the prepositions randomly without considering the function of each prepositions

and the meaning of the sentence.

Secondly, another type of errors that contributes to the students’ mastery of

prepositions for and to is interference. There are 22,6% of the total mistakes in the

test are caused by interference. All the item numbers that produce interference are

in Part B (7 questions), because this part requires the students to choose the right

English translation from Indonesian sentence, in which the rules of Indonesian

language as the students’ first language may influence them in choosing the correct

English sentence.

The last type of errors that contributes to the students’ mastery of

preposition for and to as well is intralingual transfer. There are 4 questions (12,9%)

in the test that produce errors among the students caused by intralingual transfer.

The item numbers are 3, 10, 12, 16, in which these item numbers are in Part A. The

intralingual transfer occurs in these numbers because the students are lack of

knowledge about prepositions for and to and they seem to ignore the rules of both

prepositions.


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B. Suggestions

There are some suggestions proposed for the students as the object of this

research, the lecturers, and the next researchers. The suggestions are presented as

follows.

1. Suggestions for the students

As students at English Letters Department, they should be more

active and creative in using their time outside the classroom. There are

several ways of activities that they can do to support their process of learning

English. Firstly, the students can search some information they need in the

library, for it provides books containing a lot of information to support their

language learning activity. Secondly, since there are many media or tools

such as internet that nowadays are easily accessed, the information can be

easily browsed everywhere even without bothering the other activities.

Thirdly, the students also can ask their lecturers whenever they face

difficulties in comprehending the prepositions for and to.

2. Suggestions for the lecturers

It is very essential for the lecturers to always follow the students’

progresses in mastering the prepositions for and to. In the beginning, the

lecturers may explain the application of both prepositions from the very

basic to give a better understanding towards the subject. The lecturers may

also provide additional meeting outside the class to discuss more about these

prepositions. Furthermore, adding more references such as books or articles


84

may be very helpful for the students to comprehend the application of

prepositions for and to better.

3. Suggestions for the other readers and further researches

Since this research is not created perfectly, the researcher truly needs

more suggestions and improvements in order to make these research better.

According to the result of this research, the researcher figures out

that although the students’ achievement in mastering the prepositions for

and to is in the category of “good”, yet there are some students who face

many difficulties in comprehending the subject about prepositions. Thus,

the further researchers is suggested to see and identify the progress of the

English Letters students’ mastery of prepositions for and to in the future.

Therefore, their understanding and mastery towards both prepositions will

improve.


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BIBLIOGRAPHY

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Collins Cobuild English Guide Preposition. London: Harper Collins Publishers,1991.

David, David’s English Teaching World.pdf (accessed on April 5th, 2012)

Delija, Shpresa and Ogerta Koruti. Challenges in Teaching Prepositions in aLanguage Classroom. Journal of Education and Practice. Vol.4, No.13,2013. October 1, 2015.

Dulay, Heidi, Burt, M., and Krashen, S. Language Two. Oxford: Oxford UniversityPress. 1982.

Ellis, Rod. The Study of Second Language Acquisition. New York: OxfordUniversity Press, 1994.

Fromkin, Victoria A. Linguistics: An Introduction to Linguistics Theory. UnitedState of America: Blackwell Publishing Ltd, 2000.

Guralnik, David B. Webster’s New World Dictionary of the American Language.Second College Edition. New York: Simon and Schuster, 1986.


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Herin, Nancy Paula. The Mastery of Prepositions at, in, and on among the FifthSemester Students of the English Language Education Study Program ofSanata Dharma University. Yogyakarta: English Language EducationStudy Program, Sanata Dharma University, 2010.

Hornby, A.S. Oxford Advanced Learner’s Dictionary (8th Edition). Oxford: OxfordUniversity Press, 2010.

Krashen, Stephen. Second Language Acquisition and Second Language Learning.New York: Pergamon Press, 1981.

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Lindstromberg, Seth. English Preposition Explained Revised Edition. Amsterdam:John Benjamins Publishing Company, 2010.

Marckwardt, Albert H. Scribner Handbook of English. Second Edition. New York:Charles Scribner’s Sons, 1948.

Merriam-Webster’s Advanced Learner’s Dictionary. USA: Merriam-Webster, Inc,2008.

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Roslim, Norwati. Prepositions and ESL Learners: the Malaysian Scenario.Malaysia: English Language Department, Academy of Language Studies,Universiti Teknologi MARA, Negeri Sembilan Malaysia, 2014.

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Sprinthall, Richard C., Gregory T. Schmutte, and L. Sirois. UnderstandingEducational Research. New Jersey: Prentice-Hall, Inc., 1991.

Sugiyono. Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif danR&D. Bandung; Alfabeta, 2010.

Wibowo, Marsilus Marsell. The Mastery of Prepositions at, in, and on among theSeventh Semester Students at English Letters Department of Sanata DharmaUniversity. Yogyakarta: English Letters Department Study Program, SanataDharma University, 2010.

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Appendix 2. The Reliability of the Half Test

r = _6382____

√(6936) (6054)

r = 2674_

√6480

r = 0. 98

Appendix 3. The Reliability of the Whole Test

r = __2r___

1 + r

r = _2(0.98)_

1 + (0.98)

r = 1.95

1.98

r = 0.99


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Appendix 4. The Variables of the Questionnaire

Student number Total (x+y) x y x2 y2 xy13 - 042 19 12 7 144 49 8413 - 047 23 13 10 169 100 13013 - 052 21 12 9 144 81 10813 - 054 27 13 14 169 196 18213 - 057 21 10 11 100 121 11013 - 059 30 16 14 256 196 22413 - 075 25 15 10 225 100 15013 - 080 28 15 13 225 169 19513 - 081 19 11 8 121 64 8813 - 082 23 12 11 144 121 13213 - 085 22 12 10 144 100 12013 - 087 18 9 9 81 81 8113 - 088 23 12 11 144 121 13213 - 089 23 13 10 169 100 13013 - 090 20 9 11 81 121 9913 - 092 21 9 12 81 144 10813 - 095 25 11 14 121 196 15413 - 096 23 14 9 196 81 12613 - 097 16 7 9 49 81 6313 - 099 20 11 9 121 81 9913 - 100 28 15 13 225 169 19513 - 105 18 9 9 81 81 8113 - 108 17 7 10 49 100 7013 - 113 19 10 9 100 81 9013 - 116 23 12 11 144 121 13213 - 117 23 12 11 144 121 13213 - 119 19 10 9 100 81 9013 - 120 22 11 11 121 121 12113 - 123 22 11 11 121 121 12113 - 124 18 7 11 49 121 7713 - 125 26 13 13 169 169 16913 - 126 30 16 14 256 196 22413 - 127 27 15 12 225 144 18013 - 128 26 14 12 196 144 16813 - 132 22 11 11 121 121 12113 - 133 22 12 10 144 100 120


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Student number Total (x+y) x y x2 y2 xy13 - 134 26 14 12 196 144 16813 - 136 27 14 13 196 169 18213 - 137 18 8 10 64 100 8013 - 139 27 13 14 169 196 18213 - 140 23 12 11 144 121 13213 - 144 22 11 11 121 121 12113 - 146 18 9 9 81 81 8113 - 147 26 13 13 169 169 16913 - 150 26 13 13 169 169 16913 - 151 23 11 12 121 144 13213 - 152 23 12 11 144 121 13213 - 153 17 8 9 64 81 7213 - 154 25 13 12 169 144 156

∑ 1110 572 538 6936 6054 6382


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Appendix 5

Part A. Complete the following sentences by using prepositions for or to

1. The vegetables were cooked __________perfection.

2. She looks young __________ her age.3. They were eager __________ revenge.4. Attach a recent photograph __________

your application form.5. We had been talking __________ a good

half hour.6. Shaking your head __________ “NO” is not

universal.7. Does your interest in nuclear physics extend

__________ nuclear weaponry?8. I’ve applied _________ a job at the factory, I

don’t know if I’ll get it.9. Offices handling everything from espionage

_____ assassination.10. I woke __________ the sound of torrential

rain.11. __________ her astonishment, he smiled.12. Paisley claims to speak __________ the

majority of local people.

13. There will be a visit __________ the theater.14. What’s the proper word __________ those

things?15. That’s too much responsibility __________ a

child.16. Tomorrow morning I have to catch a plane.

I’m leaving my house __________ the airportat 7.30.

17. Let me carry that bag __________ you.18. We’re invited __________ 7.30.19. __________ her to have survived such an

ordeal was remarkable.20. The meadows lead down __________ the

river.21. The letter reduced her __________ tears.22. Colleges of education may have anything

from a few hundred __________ nearly2000 students.

23. She was always wonderfully kind __________me.

24. It was my first visit __________ Africa.

Part B. Circle the letter (a or b) that corresponds to your answer!1. Akan ada sebuah solusi untuk masalah ini.a. There will be a solution for this problem.b. There will be a solution to this problem.

2. Ini adalah sebuah ancaman bagi kedamaiandunia.

a. It was a threat to world peace.b. It was a threat for world peace.

3. Dia bermain untuk Denver.a. He plays to Denver.b. He plays for Denver.

4. Saya gembira untuk kamu.a. I am delighted to you.b. I am delighted for you.

5. Editor adalah seseorang yang bertanggungjawab pada apa yang terlihat dalam sebuahsurat kabar.

a. The editor is the person who is responsible towhat appears in a newspaper.

b. The editor is the person who is responsible forwhat appears in a newspaper.

6. Berapa lama lagi waktu yang dibutuhkanuntuk makan siang?

a. How long is it for lunch?b. How long is it to lunch?

7. Dia terbangun karena suara dari aliran hujan.a. He woke for the sound of pouring rain.b. He woke to the sound of pouring rain.

Name : __________________

Student Number : __________________


the mastery of prepositions for and to among the sixth

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