AN ERROR ANALYSIS ON PREPOSITION OF PLACE IN, ON, AND AT USED BY THE EIGHTH GRADE STUDENTS AT SMPN 3 BATU
| Main Author: | Effendi, Rissca Yullinda |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/38526/1/INTRODUCTION.pdf http://eprints.umm.ac.id/38526/2/BAB%20I.pdf http://eprints.umm.ac.id/38526/3/BAB%20II.pdf http://eprints.umm.ac.id/38526/4/BAB%20III.pdf http://eprints.umm.ac.id/38526/5/BAB%20IV.pdf http://eprints.umm.ac.id/38526/6/BAB%20V.pdf http://eprints.umm.ac.id/38526/7/APPENDIX.pdf http://eprints.umm.ac.id/38526/ |
Daftar Isi:
- Learning preposition of place is important because they act as vital markers to the structure of sentence in indicating the specific location, position, and place. Putting the preposition word incorrectly would change the certain meaning of its content. This study is aimed to analyze the types of errors made by the eighth grade students at SMPN 3 Batu in using preposition of place and to know how the teacher coped with the errors made by the students. In this study, the researcher used qualitative research design. The data was presented in form of descriptive analysis to describe the types of errors and the way how the teacher helped the students to cope with the errors. The subjects of this study were the eighth grade students of class H which consisted of thirty students and the English teacher. The data was gained through test, interview, and open-ended questionnaire. The steps of data analysis were preparing and organizing the data, exploring and coding, representing and reporting findings, interpreting the findings, and drawing conclusion. The results of this study have shown that there were many students who still found difficulties in using preposition and committed errors. The total frequency of errors in short answer test were 351 and 62 errors in sentences making test. The types of errors were omission errors as much as two errors, addition errors were thirteen errors, misformation errors were 43 errors, and misordering errors were four errors. Moreover, the way how the teacher helped their students to cope with the error were using jigsaw as a learning model and giving enrichment task along with individual explanation.