PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · 2017-12-18 · Microteaching saat mahasiswa sedang berlatih mengajar. ... „kelupaan‟ manjadi faktor penyebab yang paling umum. Ini

AN ERROR ANALYSIS ON STUDENTS’ USE

OF PREPOSITIONS IN TEACHING PRACTICE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yohanes Widi Abirama Putra

Student Number: 081214099

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013


ii



By



Approved by

Advisor Date

Drs. Barli Bram, M.Ed., Ph.D. March 21, 2013


iii



By

YOHANES WIDI ABIRAMA PUTRA


Defended before the Board of Examiners

on April 3, 2013

and Declared Acceptable

Board Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. __________________

Secretary : Drs. Barli Bram, M.Ed., Ph.D. __________________

Member : Drs. Barli Bram, M.Ed., Ph.D. __________________

Member : Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D. __________________

Member : C. Tutyandari, S.Pd., M.Pd. __________________

Yogyakarta, April 3, 2013

Faculty of Teachers Training and Education

Sanata Dharma University

Dean,

Rohandi, Ph.D.


iv

No matter what people say,

I am what I am.


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain

the work or parts of the work of other people, except those cited in the quotations

and the references, as a scientific paper should.

Yogyakarta, April 3, 2013

The Writer


081214099


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Yohanes Widi Abirama Putra

Nomor Mahasiswa : 081214099

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 3 April 2013

Yang menyatakan,



vii

ABSTRACT

Putra, Yohanes Widi Abirama. 2013. An Error Analysis on Students’ Use of

Prepositions in Teaching Practice. Yogyakarta: Sanata Dharma Univesity.

The use of proper English in the English Language Education Study

Program of Sanata Dharma University is a common issue. As the students are

prepared to be teachers, they have to be able to use English properly with their

grammar mastery so that later on they will not mislead their future students. As

the students, they are expected to have sufficient knowledge in using proper

language structures; including prepositions. However, preposition problems are

still encountered; and it was obvious during their teaching practice in

Microteaching course.

There are two problems in this research, namely: 1) What are the errors or

mistakes in using prepositions which are made by the students of the

Microteaching course? and 2) What are the causes of these errors or mistakes?

The objectives were to find out the errors produced along with its categories and

to seek for the causes of their making mistakes.

To obtain the answers to these questions, the researcher used two

methodologies: content analysis and survey. The researcher analyzed some

students‟ recorded teaching practices and then noted the errors generated. After

that, the researcher conducted a survey by distributing a questionnaire to the

corresponding students to obtain their opinions about their reason of making

mistakes. After all data were gathered, the researcher correlated one result with

the others, and also with the theories related to it.

The first finding shows that mistakes still appear in the teaching practices.

Besides, there are several categories of the errors; and the highest rate is the

category „Using the wrong preposition‟. It occurs 17 (seventeen) times (43.58%).

The second finding confirms that „forgetfulness‟ becomes the most common

reason for the students in making errors. This fact more or less shows that the

students lack of practice and experience in using English. However, the other

result shows that they had strong concern about their utterances. It can be shown

from the fact that only 25% respondents did not care about the proper use of

prepositions. Suggestions go to the lecturers to provide more exercise and

encourage the students to use English more frequently; to the students to practice

independently and speak in English much of the time; and to other researchers to

adapt this research for the betterment of future research.

Key words: errors, grammar mastery, causes, proper prepositions


viii

ABSTRAK

Putra, Yohanes Widi Abirama. 2013. An Error Analysis on Students’ Use of

Prepositions in Teaching Practice. Yogyakarta: Univesitas Sanata Dharma.

Penggunaan Bahasa Inggris yang baik dan benar di Program Studi

Pendidikan Bahasa Inggris Universitas Sanata Dharma adalah isu yang umum.

Para mahasiswa dipersiapkan untuk menjadi guru, dan diharapkan dapat

memaksimalkan penguasaan berbahasa Inggris agar tidak memberikan ajaran

yang salah kepada murid mereka. Mahasiswa di semester 6 dianggap telah

memiliki ilmu yang cukup dalam penguasaan struktur bahasa; termasuk preposisi.

Namun demikian, permasalahan masih dijumpai dan nampak dalam kelas

Microteaching saat mahasiswa sedang berlatih mengajar.

Ada dua masalah yang dibahas dalam penelitian ini, yaitu: 1) Kesalahan

apa saja yang dihasilkan oleh mahasiswa kelas Microteaching? dan 2) Apa saja

yang menyebabkan mereka melakukan kesalahan? Tujuan dari penelitian ini yakni

untuk mengetahui kesalahan-kesalahan yang dihasilkan dan untuk mencari tahu

alasan di balik kesalahan-kesalahan tersebut.

Penulis menggunakan dua metode: konten analisis dan survey. Penulis

menganalisa beberapa video lalu mencatat kesalahan-kesalahan yang muncul.

Setelah itu, penulis melakukan survei dengan cara menyebarkan kuesioner kepada

responden terkait untuk mendapatkan data berupa opini mereka tentang hal-hal

yang menyebabkan mereka melakukan kesalahan. Pada akhirnya, penulis

mengaitkan hasil analisa data satu dengan yang lain, serta dengan teori-teori yang

berhubungan.

Temuan pertama menunjukan bahwa memang masih ada kesalahan-

kesalahan yang terjadi, yang terbagi dalam beberapa kategori. Kategori yang

paling sering muncul adalah „Penggunaan preposisi yang salah‟. Kategori tersebut

muncul sebanyak 17 kali atau 43.58%. Temuan yang kedua menujukkan bahwa

„kelupaan‟ manjadi faktor penyebab yang paling umum. Ini menunjukkan bahwa

mereka mungkin jarang menggunakan Bahasa Inggris untuk berkomunikasi. Hasil

yang lainnya justru menjelaskan bahwa pada dasarnya mereka peduli dengan apa

yang akan mereka katakan; terlihat dari hanya dua orang (25%) yang mengaku

tidak peduli. Penulis menyarankan kepada para dosen agar memberikan latihan

lebih banyak lagi serta mendorong mahasiswa untuk menggunakan Bahasa

Inggris secara lebih intens. Para mahasiswa pun disarankan agar dapat belajar

secara mandiri di luar kelas dan agar mereka menggunakan Bahasa Inggris

sesering mungkin. Bagi para peneliti, penulis berharap mereka bisa meneliti atau

mengadaptasi topik ini secara lebih mendalam.

Kata kunci: errors, grammar mastery, causes, proper prepositions


ix

ACKNOWLEDGEMENTS

I would like to devote my utmost and deepest gratitude to the Almighty

Jesus Christ for He has given me all the enormous blessing, love, power, and

everything that make me even stronger day by day. Without Him, I am nothing in

this life.

I would like to grant my admiration and gratitude to my thesis advisor,

Drs. Barli Bram, M.Ed., Ph.D., for spending a little of his valuable time to share

his suggestions and advice with me and also for his willingness to guide me in

completing my thesis.

My gratitude sincerely goes to all of the lecturers of Microteaching course

year academic 2011/2012: Agustinus Hardi Prasetya, S.Pd., MA., Caecilia

Tutyandari, S.Pd., M.Pd., Carla Sih Prabandari, S.Pd., M.Hum., Christina

Kristyani, S.Pd., M.Pd., Gregorius Punto Aji, S.Pd., M.Hum., Made Frida

Yulia, S.Pd., M.Pd., and Veronika Triprihatmini, S.Pd., M.Hum., M.A. for

their permission to use several recent recordings of teaching practices. I would

also thank all of my respondents: Ajeng, Anggit, Dhian, Ega, Encus, Linda,

Nana, and Nino, for their willingness to spend time filling in my questionnaire.

I would like to express my appreciation and greatest love to my parents,

Marcellus Widjananto and Yosephine Christina Budi Rahayu, for their

outstanding support, patience, encouragement, love and prayers to me. My

appreciation also goes to both of my sisters, Mbak Yuna and Dina, and also Mas

Iwan for their support and prayers.


x

My special thankfulness goes to my beloved girlfriend, Lia Ayu

Prabandari, for being so patient to me, for being a place to share my feelings, for

her prayers, love, care, support, and for her help in guiding me to finish this thesis.

My gratitude also goes to her parents, who always kindly give me their support.

I would like to thank all of my friends: Farikha, Pakdhe Ryo, Agatha,

Riska, Vinsen, Team JRS Project Sewon, JRS Country Officers, all refugees

in Rumah Dinas Sosial Sewon, and other people whose names I cannot mention

one by one for making me keep my spirit on and smile only by remembering

them. God always be with them and bless them in their lives.



xi

TABLE OF CONTENTS

Page

TITLE PAGE ..................................................................................................... i

APPROVAL PAGE ........................................................................................... ii

DEDICATION PAGE ........................................................................................ iv

STATEMENT OF WORK‟S ORIGINALITY .................................................. v

PERNYATAAN PERSTUJUAN PUBLIKASI ...................................................... vi

ABSTRACT ........................................................................................................ vii

ABSTRAK ............................................................................................................ viii

ACKNOWLEDGEMENTS ............................................................................... ix

TABLE OF CONTENTS ................................................................................... xi

LIST OF TABLES ............................................................................................. xiv

LIST OF APPENDICES .................................................................................... xv

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

A. Research Background ............................................................... 1

B. Research Problems ................................................................... 4

C. Problem Limitation .................................................................. 5

D. Research Objective ................................................................... 5

E. Research Benefits ..................................................................... 5

F. Definition of Terms .................................................................. 6

CHAPTER II. REVIEW OF RELATED LITERATURE ......................... 8

A. Theoretical Description ............................................................ 8

1. Teaching Practice ................................................................ 8

2. Grammar Mastery ................................................................ 10


xii

a. The Definition of Grammar Mastery .............................. 10

b. The Implication to the Teaching Process ........................ 10

3. Prepositions ......................................................................... 11

a. The Definition of Prepositions ........................................ 11

b. The Use of Prepositions .................................................. 13

4. Common Errors in English .................................................. 14

a. Popular Ideas .................................................................. 14

1) Carelessness ............................................................... 14

2) Interference of First Language ................................... 15

3) Translation ................................................................. 15

b. Other Current Theories ................................................... 15

1) Contrastive Analysis .................................................. 15

2) General Order of Difficulty ....................................... 16

3) Overgeneralization ..................................................... 16

4) Incomplete Application of Rules ............................... 17

5) Material-induced Errors ............................................. 17

6) Error as a Part of Language Creativity ...................... 18

c. Foreign and Second Language Learning ........................ 18

1) Foreign Language Errors ........................................... 18

2) Second Language Errors ............................................ 19

B. Theoretical Framework ............................................................ 19

CHAPTER III. METHODOLOGY .............................................................. 21

A. Research Method ...................................................................... 21

B. Research Setting ....................................................................... 22


xiii

C. Research Participant and Research Document .......................... 23

D. Instrument and Data Gathering Technique .............................. 23

1. Video Analysis .................................................................... 24

2. Questionnaires ..................................................................... 24

3. Test ....................................................................................... 24

E. Data Analysis Technique ......................................................... 25

F. Research Procedure .................................................................. 26

CHAPTER IV. FINDINGS AND DISCUSSIONS ....................................... 27

A. Errors and/or Mistakes Produced by the Respondents ............. 27

1. Errors and/or Mistakes from Each Respondent ................... 27

2. The Category ....................................................................... 31

3. The Percentage of the Errors and/or Mistakes ..................... 35

4. Correct Forms ...................................................................... 36

B. Causes in Making Errors and/or Mistakes ............................... 38

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ............. 51

A. Conclusions .............................................................................. 51

B. Recommendations .................................................................... 53

REFERENCES ................................................................................................. 55

APPENDICES .................................................................................................. 58


xiv

LIST OF TABLES

Table Page

3.5.1 Examples of the use of prepositions ........................................................ 25

4.1.1 Errors and/or Mistakes produced by the respondents .............................. 28

4.1.2 Error and/or mistakes categories .............................................................. 32

4.1.3 The percentage of occurrence of the errors and/or mistakes .................... 35

4.1.4 The correct forms ..................................................................................... 36

4.2.1 The result of the questionnaire ................................................................. 39

4.2.2 The kinds of prepositions appear in the utterances .................................. 45

4.2.3 The result of the mini test ......................................................................... 48


xv

LIST OF APPENDICES

Appendix Page

Appendix 1. Covering Letter .............................................................................. 59

Appendix 2. Video Transcriptions ..................................................................... 61

Appendix 3. Questionnaire and Test ................................................................... 98

Appendix 4. Raw Data of the Questionnaire .....................................................103


1

CHAPTER I

INTRODUCTION

This chapter presents the background of the research. It also provides the

research problems and its limitation for the research. Research objectives and

research benefits will also be presented in this chapter as well as the definition of

terms that become the concern in this research.

A. Research Background

English is nowadays becoming so much popular among a lot of people in

almost all countries. Numbers of people start learning English since it is now

seemed to be the international language in this world. In most aspects of life,

English becomes one of the considerations so that people are required to be able

to use English as, at least, one of the means of communication. As a result, people

are racing to learn English as well as courses are racing to provide their best

lessons for those who want to learn English. However, learning English is not

simply learning how to read and write appropriately; it needs the learners to be

able to listen to and speak in English as well.

One example of those who need to learn English is the students of the

English Language Education Study Program (hereafter, ELESP) in Sanata

Dharma University, Yogyakarta. The difference is that the students of ELESP do

not only learn the English language and learn about it, but they also learn how to

teach English to other people – or simply we can say they are prepared to be

English teachers. The students of ELESP should master the four important skills


2

of English, namely, listening skill, speaking skill, reading skill, and writing skill.

Indeed, they also need to master the good, effective ways of teaching when they

teach their students later.

In teaching language, good communication is absolutely needed and we

cannot avoid the use of it, especially orally. One of the keys in accomplishing

good oral communication is being able to speak clearly, accurately, and

acceptably in front of the class or students. ELESP in Sanata Dharma University

offers a series of speaking courses, from semester 1 until semester 5. They are:

Interactional Speech I, Interactional Speech II, Transactional Speech, Public

Speaking I, and the last is Public Speaking II. Each speaking course has its own

focus and goals of study, and they are ordered from the level of beginner up to

advanced. The aims are to let the students to step-by-step learn and get

accustomed with speaking in English.

Besides oral communication, sentence structure clarity is also essential to

be considered when teaching English language. Sentences structure, or usually

called grammar, of English is one of the things which are supposed to be

considered when people speak or write in English. The students of ELESP are

also given the complete theories on understanding the sentence structure. And just

the same as speaking courses, the theories of grammar are given from the very

first semester up to the fifth semester; to be exact, Structure I, Structure II,

Structure III, Structure IV, and Structure V. Theories are given from the basic in

order to underlie the students understanding, and gradually the difficulty is

increased to the more complicating so that they can handle it easily.


3

When the students of ELESP have taken those subjects, both speaking and

structure courses, they can apply their knowledge to be used in their teaching

practices. Besides, they probably should share their knowledge with their students

whenever their teaching material is speaking or grammar. In practicing their

knowledge, students of ELESP must take the Microteaching course. It is a course

where students are trained to be teachers – English teachers to be precise. All

students should perform their ability to teach in front of their friends, who are

supposed to be their students. When performing their teaching practice in the

classroom, they are videotaped with three cameras in three points of view and

observed by the lecturer and some friends behind a see-through mirror. Anyway,

the fact is that Microteaching course is offered in the sixth semester, so that all

students have the opportunity to take the ten courses mentioned above.

On the contrary, even though most of the students are prepared with all

theories about how to speak in English fluently and about the understandings of

the use of grammar appropriately, problems are still encountered. Mistakes and/or

errors in applying subject verb agreement, using preposition, using tenses, and

pronouncing words are still noticeable when students of ELESP practice their

teaching skill. From the sharing and feedback, it is noted that the use of

inappropriate prepositions is a common problem. Some prepositions have their

own pairs and some others may be used with a more flexible limitation. However,

the fact is that some students are still incapable to use the correct form in using

prepositions.


4

The pink t-shirt is similar with mine is an example of common inaccuracy

in the use of prepositions. That sentence is incorrect because the word similar

should be followed by to, and thus the correct sentence is The pink t-shirt is

similar to mine. There are still many other common mistakes and/or errors made

by the students in practicing their teaching. This is not a good situation because

their students are assumed to imitate what have been said or taught by the teacher.

If such factual mistakes and/or errors are still observable, it can lead the students

to use the wrong forms of prepositions in the future.

Regarding this case, the researcher wants to identify the common mistakes

and/or errors which were made by the students in their teaching practices.

Absolutely, the participants of this research were the students of the English

Language Education Study Program who have taken Microteaching course in

semester six. The researcher assumes that the sixth semester students still

remember the theories of grammar and speaking; and at least they have the fresh

experiences in Public Speaking II and Structure V.

B. Research Problems

There are two problems that lead the researcher to conduct a research in

order to find out the solutions. The problems are:

1. What are the errors or mistakes in using prepositions which are

made by the students of the Microteaching course?

2. What are the causes of these errors or mistakes?


5

C. Problem Limitation

To limit this research, the researcher focuses the research on the students‟

use of preposition during their teaching practice. Other inaccurate grammar,

mispronunciations, misspelling, and misuse of tenses will be ignored.

Another limitation is the English which is used as the standard in

evaluating students‟errors and/or mistakes in the teaching practices. The Standard

English will be used for this research, since Standard English is the most common

English that is used for communication all over the world.

The next one is that this research will only focus on the students who have

taken Microteaching course. To be exact, they are the students of batch 2009

(picked randomly) from all classes in Microteaching course who have taken

Microteaching course. They are considered having enough knowledge of speaking

and grammar.

D. Research Objectives

Related to the problems of the research, it is expected that after this

research the researcher will find the common errors and/or mistakes in using

prepositions during the teaching practices. And also, the reasons why the students

still result errors and/or mistakes in that level are expected to be clear and visible.

E. Research Benefits

In conducting this research, the researcher looks forward to the benefits

that may be useful for the development of English Language Education Study

Program, including for the students, the lecturers, and also the developers of

teaching materials. This research also encloses other benefits for the readers.


6

1. For the Teacher-students

By knowing their weaknesses, they can afford to make improvements

towards their ability in communicating in and using English appropriately. Since

the students or participants are also teacher candidates, they are also projected to

give appropriate examples to their further students and/or other people.

2. For the Lecturers

By knowing that their students still have weaknesses, they can evaluate

more their teaching approaches, methods, or techniques so that students can study

English and English Language effortlessly.

3. For the Developers of Teaching Materials

Regarding the teaching materials, this research may be useful for the

syllabus designers to create better and more appropriate materials for the students

of ELESP.

4. For the Readers

This research may be useful for its readers because readers could get

information that the use of prepositions in fact needs more attention.

F. Definition of Terms

This research has several keywords that lead the readers to clarify the

problems of the research, i.e. speaking, grammar, preposition, mistakes & errors,

and students of the Microteaching course. They will be described thoroughly

below.


7

1. Speaking

Speaking is the process of expressing thoughts, ideas, minds, or feeling for

communication orally. In Microteaching class, teachers need to speak English

correctly when performing the practice to give proper example for the students.

2. Grammar

Grammar is the form or structure of sentences, or in this case, utterances.

There are many patterns that people should consider when expressing utterances

in order to avoid miscommunication and misperception from the listeners.

3. Preposition

Preposition is the words that show link or relationship between nouns,

pronouns and phrases with the other words in the sentence. Some examples of

prepositions are: on, at, in, between, above, below, in addition to, due to, etc.

4. Mistakes and Errors

Mistakes “reflect occasional lapses in performance; they occur because the

learner is unable to perform what he or she knows” (Ellis, 2003, p. 17).

Meanwhile errors, according to Ellis (2003), show the learner‟s lack of knowledge

and it “occur because the learner does not know what is correct” (p. 17). In this

study, both of them are associated with incorrect or inaccurate use of prepositions

in practice teaching.

5. Students of Microteaching Course

To be specific, the students of the Microteaching course are those who

have taken the course in semester 6. All of them should have been videotaped and

passed this course to be observed.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the discussion of the theories which are used as a set

of principles in the research progress. Brief clarification related to the theories

needed to solve the problem questions are provided in this section. Commentary

and relationship between the theories and the problem will be presented as well.

A. Theoretical Description

1. Teaching Practice

Hearing those two words for the students who are supposed to be teachers

would probably result stressful feeling. For some of them, practicing teaching is

one difficult thing to do even though theories about teaching are carried on before.

The word teaching, according to the Concise Oxford English Dictionary, has

several meanings:

To give systematic information to a person, (about a subject or skill).

To practise this professionally.

To enable a person to do something by instruction and training (to

swim; to dance).

To be an advocate for a moral principle (my parents taught me

forgiveness).

To communicate, instruct in a moral principle.

To induce a person by example or punishment to do or not to do a thing

(that will teach you to sit still; that will teach you not to laugh).

To make a person disinclined to do a thing (I will teach you to

interfere).


9

Teaching practice really needs a lot of preparations, mainly about the

fundamental theories. Indeed, it also needs the readiness from the practice

students. In short, professionalism is one entity that becomes important

consideration for lecturers, teachers, and practice students (Spencer, 2011).

Spencer (2011) also states that professionalism is closely related to the

roles of the practice students in the classroom, since they should give good

examples to their students. In other hand, Sirajuddin Ahmad –a professor- in his

article states that “They should teach by example and act as role models instead of

giving sermons”. That is why, as teachers they have the responsibilities to:

a. Expose the organization of the learning experience and its principle.

b. Give appropriate information, description and explanation.

c. Provide space for the students to ask questions and to discuss about it,

so that students can discover the learning experience.

(Kyriacou, 2009)

Related to the research, teaching practice can be specified here as

Microteaching. Microteaching is a subject in which students of English Language

Education Study Program can practice their teaching ability. In the technique

concept of microteaching by Stones and Morris (1977), it is stated that

microteaching is a situated teaching activity which is simplified but “allows of a

greater degree of control than that normally found in classroom teaching and

enable provision to be made for feedback to student teachers”. Allen and Wang (n.

d.) describe the bases of microteaching are the combination of feedback which is

attentive and through and chance for the teacher student to put into practice the


10

suggestion from the feedback at the same moment. In addition, Stones and Morris

agree that this technique is even more efficient than practicing teaching in a

complete class which becomes the basic of teacher training practice.

Allen and Ryan (1969) in their book entitled Microteaching propose five

things related to microteaching. One of them is that microteaching is teaching in a

factual situation, even though there is constructed circumstance where the teacher

and pupils acted as it is a practice assembly. In addition, one of the component

skills in Microteaching, as proposed by Allen and Ryan, is the completeness of

communication although they do not give more detailed explanation on it.

2. Grammar Mastery

In this section, the researcher wants to discuss the definition of grammar

mastery and its implication to the teaching process.

a. The Definition of Grammar Mastery

Grammar mastery, according to Purpura, can be defined based on the

“accuracy, meaningfulness, appropriateness, acceptability or naturalness” (2004).

As we can see that to be able to use English language well, we should think about

how accurate, meaningful, appropriate, acceptable and natural it is.

b. The Implication to the Teaching Process

In the English Language and Education Study Program of Sanata Dharma

University, students are taught a lot about grammar. Before the curriculum was

changed in 2011, the students learned grammar from the very first semester to the

fifth semester. Grammar mastery is very important for the students of the

Department of English Language and Education, because later when they become


11

teachers they are supposed to use good and correct English. Moreover, using good

English in front of the students can bring about positive thing: students learn from

the trusted source. Kyriacou (2009) states that “the way pupils learn through

teacher exposition is by listening, thinking and responding to what the teacher has

to say”. Additionally, Norris (1983) affirms that the use of accurate grammar is

important to avoid misperception from the listeners –in this case, students- in

absorbing the message. The expectation from having sufficient knowledge about

grammar is that teachers can let the students imitate them.

3. Prepositions

This part discusses two different parts about prepositions, which are the

nature of prepositions and the use of prepositions. The first part of the discussion

presents the understanding and a complete list of prepositions. Meanwhile, the

second part provides the ways in using prepositions in sentences.

a. The Definition of Prepositions

Prepositions are words, usually one or two syllables, which commonly

appear in a sentence. A preposition takes place in a sentence as one of the eight

parts of speech in English. It functions as a connector which shows clear

association between a noun or pronoun and another word in a sentence (Brown,

2002). There are more than twenty prepositions which are commonly used. Here

is the list of the commonly used prepositions, as listed by Brown.


12

Figure 2.1. List of common prepositions according to Brown

Nevertheless, according to Josef Essberger (2009), there are 150

prepositions consisting of one-word prepositions and complex prepositions. In

addition, Essberger states that the number of complex prepositions could increase

at any time.

Sometimes prepositions come in the form of combination with other words

(complex prepositions), such as: instead of, according to, based on, because of

and so on. Even though it seem are not like pure prepositions, they function just

like normal prepositions. Moreover, there are some words which have more than

one function in parts of speech. For example, the word „outside‟ can be noun, as

in He put the bench on the outside of the house; adjective, as in Don’t worry about

the outside disturbances; and also preposition, as in Harry is waiting outside the

office.

above behind for since

about below from to

across beneath in toward

after beside inside through

against between into under

along beyond like until

among by near up

around down of upon

at during off with

before except on within


13

b. The Use of Prepositions

Usually, a preposition exposes the associations of “direction, location, and

time” but sometimes it shows other relationships (Brown, 2002). As it is obvious

that prepositions do have meaning, however, they always need a set of word to be

able to function in a sentence. The set of words is more familiar to mention as a

prepositional phrase (Brown, 2002). Nevertheless, EFL learners have to be careful

to create a combination of prepositions and noun phrase. To make this clear, the

researcher provides some simple examples using a noun phrase “the room”.

- inside the room

- outside the room

- near the room

- since the room*

It is shown that the prepositional phrase since the room does not make any

clear meaning. The phrase will be meaningful only if we add more information,

like to be since the room is too dark, but it shows that that the word since

functions as conjunction and not preposition.

Based on the area of relationship, prepositions are divided into several

parts, namely: prepositions of time, prepositions of place/direction, prepositions of

manner, prepositions of state, prepositions of quantity, and prepositions of

purpose (Murray and Rockowitz, 1999). Some examples of the prepositions for

each area are listed below.

1) Prepositions of time:

about, after, at, by, for, from, in, of, on, past, to


14

2) Prepositions of place/direction:

around, at, down, from, in, inside, of, on, through, to, up

3) Prepositions of manner:

by, in, like, on, with

4) Prepositions of state:

at, by, in, on, as

5) Prepositions of quantity/measure:

around, by, for

6) Prepositions of purpose:

for, to

4. Common Errors in English

Errors, as defined by Norrish (1983), are „failure‟ and „positive aids to

learning‟. As a failure, errors happen and become the students‟ responsibility

which they can avoid actually. On the other hand, as positive aids to learning,

errors take part in the language learning as something that is essential.

Norrish (1983) also proposes that there are several things which possibly

become the causes of language learners making errors. He categorizes these

possible causes into popular ideas, other current theories, and foreign & second

language learning.

a. Popular Ideas

1) Carelessness

Norrish states that carelessness is associated to the lack of motivation

much of the time. This lack of motivation can be as the effect of both internal and


15

external influences. However, this term should not be perceived as an external

source of the errors production (Norrish, 1983: 21).

2) Interference of first language

„Formation of habit‟ becomes one thing which is connected to language

learning. In language learning, “if language is essentially a set of habits, then

when we try to learn new habits the old ones will interfere with the new ones”

(Norrish, 1983: 22).

3) Translation

People maybe will identify this term similar to the „first language

interference‟. But, this term is quite distinctive. The difference lies on the process

of the errors making; „interference‟ comes from the learners‟ unconsciousness in

producing errors, while translation is something else that is used in a more

technical reason (Norrish, 1983: 26-27).

Norrish says that errors which as a result of word-by-word translation tend

to arise when language learners focus more on the „message‟ (thing to express)

rather than the language to use. In case of using English prepositions, Indonesians

tend to say Similar with mine in expressing Sama dengan milikku. The phrase

Similar to mine (proper English preposition use) would probably sound unusual or

strange since it would be translated Sama terhadap milikku in Bahasa.

b. Other Current Theories

1) Contrastive analysis

Politzer (1967) as cited by Norrish (1983) proposes a theory of the causes

of error: „contrastive analysis‟. It works by putting the linguistic system of the


16

mother tongue and the linguistic system of the target language side-by-side, so

that „areas of difficulty‟ can be foreseen, and so can the errors. „Interference‟

(stated above) has correlation with this theory. However, this theory has a

shortcoming. Some „areas of difficulty‟ did not always happen to be errors, while

some areas in which difficulty is not found unpredictably produced errors.

2) General order of difficulty

This term is originally founded by Richards and Sampson (1974), and

known as „universal hierarchy of difficulty‟. Richards and Sampson give example

that both native speakers and non-native speakers face the same difficulty in

differentiating English pairs /v/ - /ð/ and /f/ - /θ/. Norrish (1983) sees this point as

a fact that order difficulty becomes the foundation for both native speakers and

non-native speakers.

3) Overgeneralization

Norrish concludes some theories (from H. V. George and J. C. Richards)

as „overgeneralization‟. He states that errors can emerge from native speakers‟

(learning their own language) and foreign learners‟ tendency to apply their

knowledge about the language to a new situation in which the same rules should

not be applied there. For example:

- I am go to the market.

- She can drives a car.

- They go to mall yesterday.


17

Richards declares these kinds of deviant structure as the combination of a

structure with the other structure in the language so that it violates the „standard

version‟.

4) Incomplete application of rules

This term is more or less similar to „overgeneralization‟. Norrish implies

that language learners keep producing errors or deviant structure because he/she

believes that by only using certain rules, he/she is still understandable in

communication.

5) Material-induced errors

Norrish suggests that „false concept‟ and „ignorance of rule restriction‟ as

types of errors which are possibly arisen by the teaching materials. False concept

errors can be depicted like when an English teacher uses picture series with

description in present continuous tense. This kind of context would appear not

natural, compared to the use of present continuous tense of a football commentary

in television. In this case, the learners may have hoodwinked the anticipated

manner from the teacher.

Meanwhile, error as a result of ignorance of rule restriction is maybe

harder to avoid since this type of errors has something to do with „false analogies‟.

For example, a learner would always add preposition „about‟ after the word

„discuss‟ (as in We discuss about the issue of global warming) because he/she

links this preposition with the word „discussion‟ (as in a discussion about global

warming issue).


18

6) Error as a part of language creativity

Norrish (1983) states that “learners need to create new utterances, but with

limited experience of the target language, they make mistakes”. This lack of

experience is possibly because the learners have no enough examples of the target

language so that they tend to guess while clues are limited.

However, there are two types of creativity in language use as proposed by

Norrish (1983). The first one is the learners‟ capability in making use of certain

structures of the language that they know to form new thing or to express

something that is unfamiliar for them. The second one is the learners‟ capability in

transforming language, which is other than their mother tongue, into arts. Chinua

Achebe, a Nigerian, is an example of non-native English novelist.

c. Foreign and Second Language Learning

A lot of English speakers, especially whose mother tongue is not English,

make mistakes in using English. They make mistakes on the use of verb (concord

or subject-verb agreements), adjectives, adverbs, conjunctions, and also

prepositions. Batko (2004) says that preposition is one of the English parts of

speech, which is rather confusing in the use of it.

1) Foreign language errors

Norrish says that learner‟s formation of „interlanguage‟ (language that a

learner use when learning the target language from no understanding until he/she

reach an adequate understanding of it) becomes the influence to his/her making

errors. On the other hand, those errors can be influenced by some instances

(teacher or textbook) which produce or present sort of inappropriate use of


19

language. Norrish points out that because the learner has the acquaintance with the

target language usually just in the classroom, the errors produced must be a

consequence of what happens there. However, in this modernization era, the

source of the influence can be also from other media like Websites with English

text of TV shows in English. This may happen since foreign learner may not only

learn inside the classroom but also outside it.

2) Second language errors

Quite different from what may influence the learner‟s errors production in

foreign language learning, the influence to the second language learner comes

from the varieties of the target language itself (Norrish, 1983). English, for

example, has the standard varieties like British, American, or Australian. Norrish

states that the influence, however, does not come from the variety of a language

that is used inside the classroom but from what is used outside the classroom

(which perhaps is very different from the variety used inside the classroom).

B. Theoretical Framework

Practice is an activity that most Microteaching course students were

worrying about. A lot of speculation about the situation and condition during the

teaching practice seemed to always appear before the practice was begun.

Meanwhile, some were considering what they were going to deliver to their

students, including the effort to making less errors or mistakes. In fact, errors or

mistakes were quite obvious in most, if not all, teaching practices. Various

mistakes were made when the Microteaching students practiced their ability in

teaching, and one of them was related to the use of preposition. The first


20

definition by Norrish, „carelessness‟, might be more common to our sense as

teachers or teacher candidates to be the most often reason for students to make

mistakes. But there are also other possible reasons which may lead them to keep

making mistakes.

Related to this case, the researcher decided to focus on the inappropriate

use of preposition because preposition is one part of English which is commonly

used, inappropriately. The use of preposition in English discourse, both spoken

and written, is quite frequently. There are a lot of preposition in English, along

with its complement. This gives result that is incomprehension on the use of those

prepositions with the correct complement.

Microteaching students, as stated above, were supposed to have sufficient

ability in mastering grammar of English. It is based on the fact that Microteaching

students must had been passed 5 (five) Structure course. It is not questionable that

grammar mastery is one important thing teacher candidates must have. For

students of Microteaching course, grammar mastery is important in order to keep

away from misleading their student by using the wrong prepositions and/or its

complement. As we know, students in a classroom tend to imitate their teacher(s)

or what they see and believe.


21

CHAPTER III

METHODOLOGY

This chapter discusses the methodology which the researcher applied in his

research. The explanation of the methodology will consist of several sections, i.e.

the methods of the research, research setting, and the participants of the research.

In addition those things, instrument and data gathering technique and the data

analysis technique will also be discussed in this chapter as well as the procedure

of the research.

A. Research Method

In conducting this research, the researcher used two different types of

method, namely qualitative research –in this case, content analysis– and survey

research. Two methods were applied in order to get the optimum and appropriate

data that needed in the process of the research. Content analysis was used to get

the error-prepositions used by the participants during the teaching practice.

Meanwhile, survey was conducted with the purpose of getting deeper information

about the reasons of why error-prepositions still emerged in the association with

participants‟ knowledge.

Content analysis is one of the types of qualitative research, so that it has no

association with experimental research. Ary et al describe content, or document,

analysis is a technique of research which gives more intention on the exploration

or investigation and inference of particular documented material contextually,


22

while the material can be “public records, textbook, letters, films, tapes, diaries,

themes, reports, and so on” (2002, p. 457). Fraenkel and Wallen explain that

content analysis “is a technique that enables researchers to study human behavior

in an indirect way, through an analysis of their communications” (2008, p. 472).

Survey, as stated by Fraenkel and Wallen, is a research method focused to

find out “opinions of a large group of people about a particular topic or issue”

(2008, p. 390). Similar to content analysis, survey is not part of quantitative

research so that treatment does not present here. Opinions or arguments are the

main consideration in drawing conclusion about specific issue.

By having those two different types of research technique, the researcher

hoped that there would be accurate, appropriate, and adequate data for the

research to answer the questions of research problem.

B. Research Setting

In getting the first data, because the researcher did the research by

analyzing a number of document (in this case, video files), the place of the

research is defined as virtual setting. Moreover, the researcher could do the

research everywhere, as long as there are sufficient supports (electricity, desk, and

so on), but not many external disturbances. The research was conducted from

August 2012 until approximately in the middle of October 2012.

After that, in getting the second data from the questionnaire, the setting of

this method was in Campus II Sanata Dharma University, Mrican, Yogyakarta.

This questionnaire was distributed from February 4, 2013 to February 13, 2013.

The researcher got the entire questionnaire back on February 14, 2013.


23

C. Research Participant and Research Document

The research participants of this research were the students of the English

Language Education Study Program (ELESP) year 2009 who had taken and

passed the Microteaching Course in semester six. The researcher decided to

involve them in the research because he was in the same year with them, with the

consideration that it would be easier to contact the participants.

The sampling in choosing the participant was by having random sampling.

The researcher asked the laboratory assistants to randomly pick several videos;

one or two copies from each class. However, the researcher finally only chose 8 of

the copied files since some of the videos are quite difficult to be observed due to

the noise of the „students‟. Besides, it was done so in order to quicken the research

time since the researcher also had side job during the research.

Since the teacher-student in each video were about to be involved in the

research and there were a number of video files to be observed, therefore, the

participants of this research were the teacher-students. Meanwhile, the video files

became the documents of this research.

D. Instrument and Data Gathering Technique

The instruments used in the research were participants‟ teaching practice

recordings, notes, multimedia devices (to play the recordings, questionnaires, and

test.

In this research, the researcher used two different ways in three steps in

gathering the data of the research. To be precise, the researcher analyzed the

videos, distributing questionnaire about preposition and the cause of the errors


24

and/or mistakes in using prepositions, and giving test on their understanding in

using prepositions.

1. Video Analysis

For the first one, the researcher analyzed a number of videos containing

the process of teaching practice which had been done by the participants in

Microteaching classes. The researcher focused on the audio by listening to the

spoken words and made the transcription of each of the videos. If there were

errors and/or mistakes in using preposition during the teaching practice, the

researcher then notified errors and/or mistakes.

2. Questionnaires

Wallace points out that “in questionnaires, the questions are usually set

out in a very systematic way, and very often the questionnaire is answered

by reading questions, and then ticking responses, or writing in short

answer” (2010, p. 124).

The researcher distributed a questionnaire to the participants with some

questions to answer the second research problem. The questions were mostly

close-ended questions so that the researcher could obtain the data needed and not

to be out of topic.

3. Test

A test, as stated by Brown (2004), “is a method of measuring a person‟s

ability, knowledge, or performance in a given domain.” In this research, the

researcher wanted to know how far the respondents‟ knowledge in using

prepositions. By having the result of the test, the researcher would have been able


25

to compare it with their performance in teaching practice. Specifically, the

researcher conducted an achievement test.

E. Data Analysis Technique

There were several steps which had been done in analyzing the data, both

the documents and the result of the interview for the research. The steps began

when the researcher collected all the notified errors and mistakes in using

prepositions from all participants‟ videos of their teaching practice. The researcher

calculated the number of the errors produced, and then categorized them based on

Fitikides‟ categorization of common prepositions errors in English. The next step

was that the researcher discovered the correct form of the use of prepositions by

consulting several sources like lecturers, friends, and websites. It was aimed to

make sure or find the other possibilities of the use of the prepositions.

Table 3.5.1. Examples of the Use of Prepositions

Participants’ use Correct form

…when you are in the road… …when you are on the road…

…at ten minutes you will… …in ten minutes you will…

Move on to the next step, after the researcher got the data or result of the

second survey, the researcher made comparison between the improper-

prepositions, the reasons of making it, and the participants‟ opinions about their

own capability in using English prepositions. Besides making comparison, the

researcher also related those three aspects each other.


26

F. Research Procedure

In doing this research, the researcher did several things. There were two

kinds of data which were needed in the research. To get the first data, i.e. the

improper-prepositions made by the participants, the researcher collected the

participants‟ teaching practice recordings. Of course in collecting the recordings,

the researcher asked permission to the lecturer of Microteaching Course at that

time and also to the participants. After that, the researcher analyzed the recordings

to find out and make notes on the error prepositions used by the participants.

However, even though the recordings are audio video files, the researcher only

focused on the audio materials. Then, the researcher corrected the noted error

prepositions use. Having done so, the researcher continued the next step by

contacting the participants to fill in a questionnaire and doing a simple test. The

participants were asked several questions related to the topic. The questionnaire

was presented to find out the problems found by the respondents and the causes of

their making mistakes, while the test was to check their understanding on the use

of English prepositions. Then, the last step is that the researcher analyzed the

result of the survey and associated it with participants‟ capability in grammar.


27

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter discusses the findings in the use of prepositions in the

respondents‟ teaching practice. The results of the analytical research would be

exposed in detail. This chapter is going to answer the questions of the research

problems that have been stated in the beginning of this thesis. It consists of two

sections, namely: a) Errors and/or mistakes produced by the respondents and b)

Causes in making errors and/or mistakes

A. Errors and/or Mistakes Produced by the Respondents

The data presented in this part was obtained by analyzing several videos of

the respondents‟ teaching practice. The analysis was administered to particular

students of the English Language Education Study Program Sanata Dharma

University batch 2009 who were taking a Microteaching course. The aims of this

analysis are to find out the errors produced by the respondents, to categorize the

errors produced, and to know the percentage of the errors. Corrections on the

errors produced will also be presented in this section.

1. Errors and/or Mistakes from Each Respondent

Each respondent of this research did make certain error and/or mistake(s)

during their teaching practice. Table 4.1.1 shows that at least one error or mistake

was produced by each respondent.


28

Table 4.1.1. Errors and/or Mistakes Produced by the Respondents.

No. Speaker Expressions

1, 2.

Respondent

1

Bernadet, ya. Come in front (a)

, Bernadet, come in

front (b)

.

3. Please come in front, Jose.

4. Okay, please gather to your group, with your group.

**

5. Crispy Fish come in front.

6. Respondent

2

… you can join to another group …

7. Next time we will aaa discuss about it in the next

class, okay?

8. Respondent

3

Well, after the...after watch this video, what do you

think, aaa where does it takes place?

9. … when we interact with others and aaa it seems like

it's formal, it's better for us to use 'may' instead 'can'.

10.

Respondent

4

Before go further, what you, what did you learnt for

the last minu...last meeting with Mr. Wilda?

11. Now, let me check, do you still understand about this

topic?

12. And let me check about your understanding toward

this listening.

13. Only a short dialogue and you have to submit it on

the next meeting.

14. Respondent

5 Okay, now, it's time for discuss.

15.

Respondent

6

Before we... (unclear utterance) okay, for today, we

wu..we are going to have funny activity, a lot

of...act... funny activity.

16.

Like we have learnt the previous meeting we learnt

about how to operate...electric fan, and then what

else?

17. Can you give me example aa some transition

words..words?

18. Last meeting we have learnt listening and speaking.


29

No. Speaker Expressions

19.

Respondent

6

So, in this case we need to colorful papers, paint and

blablabla...

20. I think from our activity today, you proof that you

have already mastered about the procedure text.

21. And I feel no worry for ask to move to our activity,

but the time is fly.

22.

Respondent

7

For example, you may take a look your handout.

23. And now, please join with the other group,

24,

25.

Please come in front (a)

, and tell your friends. Come

in front (b)

.

26. Aa..now the second, Hayu, please come in front.

27.

Respondent

8

So what did you learn last week? Hallo class?

Listening announcement.

28. Commemorate for...yes you're right.

29. … so how about play some game?

30,

31,

32.

But please, on thirty second (a)

, please read it and try

to memorize it, because later on I will ask one of the

representative (b)

of your group to write in front, in

the whiteboard (c)

.

33. You can come in front, if you like.

34. „The‟ or without „the‟?

35. I will give you this prize, so please group one and

group two come in front to (unclear utterance).

36. Okay, I think group three please come in front.

37. So all you watched the play performance?

38. … try to focus to, to the worksheet and …

39. Nana, focus to your worksheet.


30

It is shown that there is only one respondent who made only one error; two

respondents uttered two errors/misktakes; one respondent uttered four

errors/mistakes; two respondents uttered five errors/mistakes; one respondent

uttered seven errors/mistakes; and one respondent uttered thirteen errors/mistakes.

Meanwhile, there is one respondent who actually realizes that she made a mistake

by saying …please gather to your group…, and then made correction to the

mistake immediately by saying …with your group…. Totally, there are 39

improper uses of prepositions produced by all (eight) respondents in this research.

The table above also presents other findings. It is clear that the utterance

Come in front has become „popular‟ compared to the other utterances.

Contextually, the speakers are asking the student to come forward. This

expression semantically sounds okay, but in fact it is rather ungrammatical. The

researcher actually found eleven utterances like that, but there is one utterance

which rather distinct because it is followed by additional information that makes it

proper (… come in front of the class).

Other finding is that some respondents seemed tend to use the similar

method: direct translation from their mother language. As shown in the utterance

… you can join to another group. This expression sounds like a result of direct

translation from Bahasa Indonesia „bergabung ke‟. Even so, „bergabung dengan‟

(English: join with) is actually more commonly used by most Indonesians. Or the

addition of preposition „about‟ in a sentence like in Next time we will aaa discuss

about it in the next class, okay?. It seems like as a result of the tendency of

Indonesians to say „membahas tentang‟.


31

Some interesting findings are also encountered in the analysis result. The

first is as seen in the sentence Okay, now, it’s time for discuss. The speaker

perhaps wants to imply „waktunya untuk membahas‟ (English: it‟s time to

discuss). But if the preposition „for‟ is to be chosen, the sentence should be better

it’s time for discussing/discussion. However, the use of gerund there does not

really show the best solution; but additional information after the gerund (it’s time

for discussing the answer) does. The second is as seen in the sentence And I feel

no worry for ask to move to our activity, but the time is fly. The preposition „for‟

there is supposed to be followed by a gerund. However, the sentence would still

sound strange unless „you‟ is inserted after the gerund (And I feel no worry for

asking [you] to move to our activity, but the time is flying). And then, the utterance

Commemorate for … yes you’re right is also interesting. In this case, the students

actually answered „National Education Day‟. If the teacher-student really wanted

the same answer, preposition „for‟ would not be needed. It is okay to use

preposition „for‟ in other case i.e. Commemorate for him. Lastly, it is seen in the

utterance … I will ask one of the representative of your group … . It will be okay

if the teacher-student needed the groups to provide more than one representatives.

Nevertheless, the speaker does not mean to have more than one representatives of

a group (as seen in the video).

2. The Category

It could be seen in Table 4.1.1 that there is variation in the errors and/or

mistakes produced. Table 4.1.2 points up the variation by defining the category of


32

the errors and/or mistakes produced. There are four categories which were found

in the analysis of the videos.

The table shows that there are four categories, which are: Unnecessary

preposition, Omission of preposition, Using the wrong preposition, and Misuse of

infinitive. The category „Misuse of infinitive‟ is actually not a pure error category

which directly deals with preposition. However, based on the data achieved in this

research, this category still has a relationship with preposition. For instance, in the

sentence ‘…after watch this video…’ there is a preposition „after‟ which should be

followed by gerund. That sentence clearly shows that the word „watch‟ is an

infinitive verb.

Table 4.1.2. Error and/or Mistakes Categories

No. Speaker Expressions Categories

1,

2.

Respondent

1


, Bernadet

come in front (b)

.

a. Using the wrong preposition

b. Using the wrong preposition

3. Please come in front, Jose. Using the wrong preposition

4. Okay, please gather to your group, with

your group. ** Using the wrong preposition

5. Crispy Fish come in front. Using the wrong preposition

6. Respondent

2

… you can join to another group … Unnecessary preposition

7. Next time we will aaa discuss about it in

the next class, okay? Unnecessary preposition

8.

Respondent

3

Well, after the...after watch this video,

what do you think, aaa where does it takes

place?

Misuse of infinitive

9.

… when we interact with others and aaa it

seems like it's formal, it's better for us to

use 'may' instead 'can'.

Omission of preposition

10. Respondent

4

Before go further, what you, what did you

learnt for the last minu...last meeting with

Mr. Wilda?

Misuse of infinitive


33


11.

Respondent

4

Now, let me check, do you still

understand about this topic? Unnecessary preposition

12. And let me check about your

understanding toward this listening. Unnecessary preposition

13. Only a short dialogue and you have to

submit it on the next meeting. Using the wrong preposition

14. Respondent

5 Okay, now, it's time for discuss. ** Misuse of infinitive

15.

Respondent

6

Before we... (unclear utterance) okay, for

today, we wu..we are going to have funny

activity, a lot of...act... funny activity.

Unnecessary preposition

16.

Like we have learnt the previous meeting

we learnt about how to operate...electric

fan, and then what else?

Omission of preposition

17. Can you give me example aa some

transition words..words? Omission of preposition

18. Last meeting we have learnt listening and

speaking. Omission of preposition

19. So in this case we need to colorful papers,

paint and blablabla... Unnecessary preposition

20.

I think from our activity today, you proof

that you have already mastered about the

procedure text.

Unnecessary preposition

21. And I feel no worry for ask to move to our

activity, but the time is fly. Using the wrong preposition

22.

Respondent

7

For example, you may take a look your

handout. Omission of preposition

23. And now, please join with the other

group, Unnecessary preposition

24,

25.


, and tell your

friends. Come in front (b)

.


b. Using the wrong preposition

26. Aa..now the second, Hayu, please come in

front. Using the wrong preposition

27. Respondent

8

So what did you learn last week? Hallo

class? Listening announcement. Omission of preposition

28. Commemorate for...yes you're right. Unnecessary preposition

29. so how about play some game? Misuse of infinitive


34


30,

31,

32.

Respondent

8


, please read

it and try to memorize it, because later on

I will ask one of the representative (b)

of

your group to write in front, in the

whiteboard (c)

.


b. Unnecessary preposition

c. Using the wrong preposition

33. You can come in front, if you like. Using the wrong preposition

34. „The‟ or without „the‟? Omission of preposition

35.

I will give you this prize, so please group

one and group two come in front to

(unclear utterance).

Using the wrong preposition

36. Okay, I think group three, please come in

front. Using the wrong preposition

37. So all you watched the play performance? Omission of preposition

38. … try to focus to, to the worksheet and … Using the wrong preposition

39. Nana, focus to your worksheet. Using the wrong preposition

The table shows that there are four categories, which are: Unnecessary

preposition, Omission of preposition, Using the wrong preposition, and Misuse of

the infinitive. The category „Misuse of the infinitive‟ is actually not a pure error

category which directly deals with preposition. However, based on the data

achieved in this research, this category has a relationship with preposition. For

instance, in the sentence ‘…after watch this video…’ there is a preposition „after‟

which should be followed by gerund. That sentence clearly shows that the word

„watch‟ is an infinitive verb.

This categorization is based on a book entitled Common Mistakes in

English, written by T. J. Fitikides in 2002 (sixth edition). Nevertheless, there is

actually 5 (five) categories that are related to prepositions exposed in the book,


35

and the category “prepositions often confused (confusing prepositions)” does not

take part in the result of this research.

3. The Percentage of the Errors and/or Mistakes

From the data collected by the researcher, it can be found that errors and/or

mistakes which deal with prepositions do exist during the respondents‟ teaching

practice. The results in the previous tables show that the errors and/or mistakes

made are quite distinctive from each of the respondents. The researcher calculated

the number of the error and compared them. Table 4.1.3 gives depiction of the

percentage of the errors and/or mistakes produced.

Table 4.1.3. The Percentage of Occurrence of the Errors and/or Mistakes

Error category ∑ of occurrence Percentage

Unnecessary preposition 10 25.64

Using the wrong

preposition 17 43.58

Omission of preposition 8 20.52

Misuse of the infinitive 4 10.26

Total 39 100 %

From the table above, it is obvious that the use of the wrong preposition

presents the highest occurrence. Totally, the respondents made 17 (seventeen)

errors (43.58%) by applying the improper prepositions. In the second place, the

category „Unnecessary preposition‟ contributes 25.64% in occurrence with total

amount 10 (ten) times. Of the all errors produced, 20.52% are the omissions of


36

preposition. And lastly, the respondent produced errors and/or mistakes which

deal with the use of infinitive, resulting 4 (four) times or 10.26% of occurrence.

4. Correct Forms

The researcher also provides the correction of the errors and mistakes

produced by the respondents. The researcher referred to several sources in giving

the correct forms. The references were mainly from some certain Websites which

provides service in searching for example(s) of the use of prepositions in

particular sentences. There were two Websites that the researcher used during the

research: British National Corpus by Oxford University

(http://www.natcorp.ox.ac.uk/) and IntelliText Corpus Queries by Leeds

University (http://smlc09.leeds.ac.uk/itweb/htdocs/Query.html#). In addition to

those two websites, the researcher also used other sources like book, dictionaries,

lecturers and friends. The researcher used more than one reference to really ensure

he made the accurate corrections towards the errors.

Table 4.1.4. The Correct Forms

No. Expressions Correct forms

1,

2.


, Bernadet come

in front (b)

. Come to the front OR Come over here.

3. Please come in front, Jose. Come to the front OR Come over here.

4. Okay, please gather to your group, with your

group. ** Please gather with your group.

5. Crispy Fish come in front. Come to the front OR Come over here.

6. you can join to another group You can join another group

7. Next time we will aaa discuss about it in the next

class, okay?

Next time we will discuss it in the next

class, okay?


37


8. Well, after the...after watch this video, what do

you think, aaa where does it takes place? After watching this video…

9.

when we interact with others and aaa it seems

like it's formal, it's better for us to use 'may'

instead 'can'.

To use „may‟ instead of „can‟.

10. Before go further, what you, what did you learnt

for the last minu...last meeting with Mr. Wilda? Before going further, …

11. Now, let me check, do you still understand about

this topic? Do you still understand this topic?

12. And let me check about your understanding

toward this listening.

And let me check your understanding

toward this listening.

13. Only a short dialogue and you have to submit it

on the next meeting. Only a short dialogue and you have to

submit it next in the next meeting.

14. Okay, now, it's time for discuss. Okay, now, it‟s time for discussing OR

discussion.

15.

Before we... (unclear utterance) okay, for today,

we wu..we are going to have funny activity, a lot

of...act... funny activity.

… today, we are going to have funny

activity, …

16.

Like we have learnt the previous meeting we

learnt about how to operate...electric fan, and

then what else?

Like we have learnt in the previous

meeting ….


words..words?

Can you give me example of some

transition words?


speaking.

In the last meeting, we have learnt

listening and speaking.

19. So, in this case we need to colorful papers, paint

and blablabla...

So, in this case we need colorful

papers, paint and blablabla…

20.

I think from our activity today, you proof that

you have already mastered about the procedure

text.

… you have already mastered the

procedure text.


activity, but the time is fly.

And I feel no worry for asking (you) to

move to our activity, but the time flies.

22. For example, you may take a look your handout. For example, you may take a look at

your handout.

23. And now, please join with the other group, … And now, please join the other group,

…


38


24,

25.


, and tell your friends.

Come in front (b)

. Come to the front OR Come over here.

26. Aa..now the second, Hayu, please come in front. Come to the front OR Come over here.

27. So what did you learn last week? Hallo class?

Listening announcement.

So what did you learn last week? Hallo

class? Listening to announcement.

28. Commemorate for...yes you're right. Commemorate… yes you‟re right.

29. … so how about play some game? … so how about playing some games?

30,

31,

32.


, please read it and

try to memorize it, because later on I will ask

one of the representative (b)

of your group to

write in front, in the whiteboard (c)

.

a. … in thirty second …

b. … one representative of your group

…

c. … on the whiteboard.

33. You can come in front, if you like. Come to the front OR Come over here.

34. „The‟ or without „the‟? With „the‟ or without „the‟?

35.

I will give you this prize, so please group one

and group two come in front to (unclear

utterance).

Come to the front OR Come over here.

36. Okay, I think group three, please come in front. Come to the front OR Come over here.

37. So all you watched the play performance? So all of you watch the play

performance?

38. … try to focus to, to the worksheet and … … try to focus on the worksheet and ...

39. Nana, focus to your worksheet. Nana, focus on your worksheet.

B. Causes in Making Errors and/or Mistakes

Errors and mistakes are common things in language learning. It is normal

that language learners may face a situation in which they produce errors or

mistakes in their process of language learning. As presented above, the category

of the errors and/or mistakes varies as well as what causes the errors to happen.


39

The researcher did a further investigation on the causes which led the

respondents produced improper uses of the English prepositions during their

teaching practice (in Microteaching course). Questionnaire and test were prepared

in order to find the deeper information to be compared to the previous findings.

From the results gathered from the questionnaire, the researcher wanted to know

the respondents‟ surface understanding about English prepositions, the problems

that the respondents encountered, the causes of the improper uses of prepositions,

and what the respondents think of the most confusing preposition. Table 4.2.1

below presented the respondents‟ opinions on the issue of the use of English

prepositions.

Table 4.2.1. The Result of the Questionnaire

Question Statement ∑ of

occurrence

%

(percentage)

1. What are

Prepositions?

Prepositions are words that link a

sentence to other sentence. 0 0

Prepositions are words that show

association between noun/pronoun

and other word in a sentence.

4 50

Prepositions are words/phrases that

connect one idea to other idea. 0 0

Prepositions are words that link

words, phrases, and clauses. 4 50

Prepositions are words which show

strong feeling or emotions. 0 0


40


occurrence

%

(percentage)

2. How many

English

prepositions

are there?

There are less than 10 English

prepositions. 3 37.5

There are more than 10 and less

than 20 English prepositions. 2 25


than 60 English prepositions. 1 12.5


than 100 English prepositions. 1 12.5

There are more than 100 English


3. Problems

encountered

in teaching

practice.

I added a preposition in a sentence

that doesn‟t need preposition. 5 62.5

I used the wrong prepositions. 6 75

I didn‟t use a preposition when

there should be a preposition in

that sentence.

4 50

The word after a preposition was

not in the form of gerund. 1 12.5

I was confused to use the proper


4. Causes in

producing

improper use

of

prepositions.

I was nervous. 4 50

I directly translated my mother-

tongue prepositions to English. 3 37.5

I did not know what preposition(s)

to use. 5 62.5

I forgot what preposition(s) to use. 8 100

I imitated other people. 3 37.5

I didn‟t care about what

preposition(s) to use. 2 25


41


occurrence

%

(percentage)

5. Confusing

prepositions.

Prepositions of time 1 12.5

Prepositions of place 3 37.5

Prepositions of manner 1 12.5

Prepositions of quantity 3 37.5

Prepositions of state 4 50

Prepositions of purpose 0 0

From the table above, it is obvious that only half (50 %) of the total

respondents answer correctly on the question number 1 (one) which asks for the

definition of prepositions. Meanwhile, the other four respondents were misled to

define prepositions as the words that link words, phrases, and clauses (a definition

of conjunction). It is not a surprising result that only four out of eight respondents

defined prepositions accurately because there are a number of words which

functions both as prepositions and as conjunctions (Essberger, 2009).

On answering the question number 2 (two), the respondents have various

opinion about the amount of English prepositions. Three respondents (37.5%)

thought that there are only few words that function as preposition: less than ten (n

<10) English prepositions. Two respondents (25%) supposed there are more than

ten and less than twenty (10< n <20) English prepositions. Meanwhile, the other

three respondents have different opinions. One respondent supposed that English

language has a number of prepositions: between twenty and sixty (20< n <60)

words as prepositions. The other respondent believed that there are more than

sixty, but less than a hundred (60< n <100) English prepositions. The last

respondent agreed that more than one hundred (n >100) English prepositions. It


42

means that there is only 12.5%, one person, of the respondents realized that

English has even more than a hundred prepositions in the form of single word and

combination of words. As Essberger (2009) states, this number of prepositions

keeps growing since people can always combine noun and single-word

preposition to create new complex preposition.

Teacher-students did face problems in their teaching practice in

Microteaching course. Amongst the problems are difficulties in using

prepositions. Each of the respondents might encounter more than one kind of

problems in using prepositions while they were practicing their teaching skill. In

this case, the researcher referred to Fitikides‟ categorization of common mistakes

related to the use of preposition. The problem that the respondents faced the most

is that they were confused to use the proper prepositions.

Seven respondents agree with that statement. This fact is actually

interesting since the researcher did not find any mistakes which belong to this

category (prepositions often confused). Meanwhile, 6 (six) respondents (75%)

admit that they used the wrong prepositions in their practices. This finding

absolutely match the former finding that the category „Using the wrong

prepositions‟ reach 43.58% of occurrences (the highest). Nonetheless, there are

five respondents (62.5%) who declare that they inserted particular preposition(s)

in an utterance which does not need preposition(s). 50% of the respondents

declare that they did not use certain preposition(s) in an utterance in which

particular preposition(s) are needed to be placed in. And, there is only one

respondent who affirms that she did not use gerund form after a preposition. The


43

last finding also counterparts the former result showing only 10.26% of

occurrence of the category „Misuse of the infinitive‟. From the two match

findings, it can be concluded that teacher-students most commonly faced problem

in using the correct prepositions; and least commonly putting infinitive, instead of

gerund, after a preposition.

Almost similar to the earlier discussion, the researcher proposed several

reasons of the errors productions (See Appendix 3 page 99, question number 4),

and then took a look on the possible causes proposed by Norrish (1983). Based on

the result on the questionnaire, four (50%) respondents felt nervous so that this

might have led them to make mistakes in using prepositions. As we know, nerve

usually becomes the most common answer when someone deals with performance

but this result does not proof that it is the most common reason for making errors.

After that, three out of eight (37.5%) of the respondents confess that they

directly translated their mother-tongue prepositions into English. As Norrish

states, the interference of first language rules which consciously presented by the

language learners towards the new language being learned could become a

possible reason why language learners make mistakes. Moreover, it is a true

phenomenon because direct translation is technically quite easy to do; despite it

may not be accurate in the language structure.

Imitation to other people was chosen by three respondents (37.5%) as one

of their causes in making mistakes. In learning language, learners may reproduce

what other people say and think that it is appropriate to use. This circumstance can

be related to the theory of „overgeneralization‟ by Norrish (1983), but it is a little


44

bit different because learners apply other people‟s knowledge into the new

situation they are learning in; rather than apply their own knowledge into it.

Another result shows that more than half of the respondents (62.5%, 5

persons) declare that they did not know what preposition(s) to use to make the

utterances accurate. Even though Norrish does not state „forgetfulness‟ as a

possible reason, this result still shows the downside of the respondents,

representing the ELESP students of batch 2009, because at this stage where they

should have been mastering grammar they have not been able to prove it.

Carelessness has become the most common reason why learners make

mistakes in learning language as stated by Norrish (1983). However, the finding

in this research shows the opposite. Only 25% of the respondents (counted 2

persons) declare that they did not care whether the preposition(s) they used in

their utterances were correct or incorrect. But, if this finding is connected to the

other theory saying that teaching practice needs readiness and so many things to

prepare to depict professionalism (Spencer, 2011), it becomes clear that the

teacher-students really cared about what they would say.

The other result is also quite interesting because all respondents thought

that they forgot what preposition(s) to use during their teaching practices;

meanwhile this cause is not mentioned in one of the Norrish‟s suppositions. On

the contrary to the previous positive statement about teacher-students‟ carefulness,

this finding shows that what they got when learning English grammar in Structure

1 until Structure 5 are easily washed out in just less than one semester. It also


45

shows that they seemed never use English as their means of communication at this

stage where they should become aware to extend their use of English.

Chart 4.2.1. The frequency of each statement in question 4

* Note:

Statement 1 : I was nervous.

Statement 2 : I directly translated my mother-tongue prepositions to English.

Statement 3 : I did not know what preposition(s) to use.

Statement 4 : I forgot what preposition(s) to use.

Statement 5 : I imitated other people.

Statement 6 : I didn’t care about what preposition(s) to use.

In addition, from the respondents‟ various anwers on question number 4,

the researcher could draw conclusion that in fact most of the respondents

produced the improper uses of prepositions by both making mistake(s) and

committing error(s). The statement I did not know what preposition(s) to use

indicates that the respondents lacked of the knowledge that are supposed to be

earned within the preceding semesters. Thus, as explained in the beginning of this

0

1

2

3

4

5

6

7

8

9

Statement 1

Statement 2

Statement 3

Statement 4

Statement 5

Statement 6

∑ r

esp

on

den

t ch

oo

sin

g t

he

stat

emen

t

Statements

Frequency of each statement in question 4


46

research, such kind of issue is reflected as errors. On the contrary, the statement I

forgot what preposition(s) to use shows that the respondents admitted that they

once had the knowledge related to the use of prepositions. Because of it, they are

not considered producing errors; instead, they are considered making mistakes.

Nevertheless, each of the respondents could produce both errors and mistakes.

The answers on question number 5 (five) of the questionnaire are quite

various, both in numbers and in the opinions. According to a respondent,

prepositions of time are the most confusing prepositions to apply; while one

respondent says that prepositions of manner are the most confusing ones. In the

meantime, both prepositions of place and of quantity were selected by three

respondents (37.5%) for each of them. Based on the result, the researcher found

that prepositions of state is the most confusing ones; as it is chosen by 50% of the

respondents. At the same time, prepositions of purpose become the easiest

prepositions to apply in the discourse.

Table 4.2.2. The Kinds of Prepositions Appear in the Utterances

No. Expressions Kind of preposition

needed

1,

2.


, Bernadet come

in front (b)

. a. Place

b. Place

3. Please come in front, Jose. Place

4. Okay, please gather to your group, with your

group. ** State

5. Crispy Fish come in front. Place

6. you can join to another group (Place)

7. Next time we will aaa discuss about it in the

next class, okay? (State)


47


needed

8. Well, after the...after watch this video, what do

you think, aaa where does it takes place? Time

9.

when we interact with others and aaa it seems

like it's formal, it's better for us to use 'may'

instead 'can'.

State

10. Before go further, what you, what did you learnt

for the last minu...last meeting with Mr. Wilda? Time

11. Now, let me check, do you still understand

about this topic? State

12. And let me check about your understanding

toward this listening. State

13. Only a short dialogue and you have to submit it

on the next meeting. Time

14. Okay, now, it's time for discuss. Purpose

15.

Before we... (unclear utterance) okay, for

today, we wu..we are going to have funny

activity, a lot of...act... funny activity.

(Purpose)

16.

Like we have learnt the previous meeting we

learnt about how to operate...electric fan, and

then what else?

(Time)


words..words? State


speaking. Time

19. So, in this case we need to colorful papers, paint

and blablabla... (Purpose)

20.

I think from our activity today, you proof that

you have already mastered about the procedure

text.

(State)


activity, but the time is fly. Purpose

22. For example, you may take a look your

handout. Place

23. And now, please join with the other group, … (Place)

24,

25.


, and tell your friends.

Come in front (b)

.

a. Place

b. Place


48


needed

26. Aa..now the second, Hayu, please come in

front. Place

27. So what did you learn last week? Hallo class?

Listening announcement. State

28. Commemorate for...yes you're right. (State)

29. … so how about play some game? State

30,

31,

32.


, please read it

and try to memorize it, because later on I will

ask one of the representative (b)

of your group to

write in front, in the whiteboard (c)

.

d. Time

e. (Quantity)

f. Place

33. You can come in front, if you like. Place

34. „The‟ or without „the‟? State

35.

I will give you this prize, so please group one

and group two come in front to (unclear

utterance).

Place

36. Okay, I think group three, please come in front. Place

37. So all you watched the play performance? Quantity

38. … try to focus to, to the worksheet and … Place

39. Nana, focus to your worksheet. Place

* Words in parentheses show the connected prepositions

If the preceding finding is compared to the table above, it is noted that the

occurrence of prepositions –and connected prepositions- of place is the highest.

Meanwhile, according to several respondents, only prepositions of state are the

most confusing ones. On the contrary, prepositions of time are distinguished as

the less confusing prepositions. The other thing is that a respondent says that

prepositions of manner are confusing, but there is no mistakes produced in all

videos. Similarly, it is pretty agreeable that prepositions of quantity are easy to

use since there are only two occurrences which are related to it.


49

In the mini test, the researcher would like to identify the respondents‟

understanding on the use of prepositions. There are ten questions, some are taken

from the errors produced (number 1 to 7) and some others are the common

matters which the researcher often encountered during his study. The table below

presents the results.

Table 4.2.3. The Result of the Mini Test

No. Question

Correct Answer Wrong Answer No Answer

∑ of

occur

rence

%

(percent

age)

∑ of

occur

rence

%

(percent

age)

∑ of

occur

rence

%

(percent

age)

1. Let us (discuss) this

chapter. 3 37.5 5 62.5 0 0

2. Did all (of) you come

here last night? 8 100 0 0 0 0

3. She (joins) her friend

in the campaign. 7 87.5 1 12.5 0 0

4. I‟d like to ask one (-)

representative to

present the result.

5 62.5 2 25 1 12.5

5. „Prepositions‟ was

the material (on) the

previous meeting.

5 62.5 2 25 1 12.5

6. It‟s better to use

„may‟ (instead of)

„can‟.

7 87.5 1 12.5 0 0

7. Please (gather with)

your group. 7 87.5 1 12.5 0 0

8. That car is (similar

to) mine. 5 62.5 3 37.5 0 0

9. My father is good (at)

repairing electronics. 4 50 4 50 0 0

10. He (asked) the

teacher about the

problem.

6 75 2 25 0 0


50

From the table above, it is noticeable that from the first seven questions

only one number (number 1) which illustrate that the respondents found

difficulties only on that question. Meanwhile, they did not find significant

difficulties on the other six questions. It could be seen from the result that more

than 50 % of the respondents could answer each of those questions correctly. In

addition, more than 50% in average (but less than 75%) of the respondents could

answer the next three questions (number 8, 9, and 10) correctly. If then this

finding is put side by side with the former finding about the respondents‟

improper uses of prepositions, another contrastive conclusion appear at this point.

This fair result on the mini test may be due to the respondents‟ having more

knowledge at the time they did the mini test. The fact is that there is a quite

significant gap between the time when the respondents had finished their

Microteaching course and the time when they did the mini test. So, there is a

possibility that they had improved their capability in using English, including the

prepositions.


51

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter provides the summaries of all of the foremost findings in the

research and also its constraints to the problems. Besides that, recommendations

for further research will also be presented in this section.

A. Conclusions

This research was aimed to seek for the errors which were produced by the

Microteaching students of the English Language Education Study Program in

using prepositions during their teaching practice. The other objective was to

discover the causes that may lead them to making mistakes in using prepositions.

The researcher put forward two research questions for the research.

Based on the data gathered from the analysis, the researcher found that

there are a number of errors produced in the students‟ teaching practices. All of

the eight respondents made mistakes in using English prepositions. The total

number of the errors is 39 (thirty nine) occurrences. The category of the errors

itself varies in the result. Among the results, the highest occurrence is the category

„Using the wrong preposition‟. This category reaches 43.58% (17 times)

occurrences among thirty nine errors committed. Then, the use of unnecessary

preposition takes the second place with 25.64% (10 times) occurrences.

Meanwhile, the other category of the errors is the „Omission of preposition‟ with

20.52% of occurrences, and lastly, „Misuse of the infinitives‟ with only 10.26% of

occurrences.


52

It is impossible that those students committed errors without any reasons

behind them. However, each of the students could have more than one reason.

From the second data gathered from the questionnaire, the researcher could find

out the answer to the second problem formulation. The researcher found that the

most significant reason is the memorizing problem. All of the respondents state

that they forgot what preposition(s) to use during their practice. Next finding

shows that 62.5% respondents did not know what preposition(s) to use. This fact

is rather shocking because at that semester, they should have learned enough

subjects about prepositions. Nerve also takes part as one of the reasons; half of the

respondents admit that they were nervous and it directed them to make mistakes.

Meanwhile, 37.5% respondents state that they used the prepositions that were

directly translated from their mother tongue. This reason is actually one of the

most common causes proposed by Norrish (1983), but the finding does not show

rather likewise. Imitation to other people was chosen by three (37.5%)

respondents to be a cause for making mistakes. On the other hand, one possible

reason which Norrish state as the most common problem –carelessness- was

chosen only by two (25%) of the respondents.

As a conclusion, the data obtained show that the students still made errors

in using English prepositions even though they had already taken all Structure

course from semester 1 until 5 and learned from it. The students faced problem

mostly in both memorizing and recognizing what preposition to use in order to

utter proper speech. The good thing is that most of the students did care about

what to say in their teaching practices.


53

B. Recommendations

Based on the findings of the research, the researcher presents several

recommendations. The researcher aims the recommendations to the lecturers, and

also to the students of the English Language Education Study Program. In

addition, suggestions are also addressed to other researchers for the sake of future

research.

1. For the lecturers of the English Language Education Study Program

The students‟ making mistakes is mainly due to their lack of knowledge in

using proper prepositions. Some of the respondents in this research state that they

did not know what preposition(s) to use. This could be as a result of inadequate

explanation or exercise. The lecturers of the English Language Education Study

Program can provide more exercises and also give more detailed explanation to

the students. Presenting peer study inside the classroom activity can also be a

good idea to let the students correct one another in the process of learning.

Nevertheless, the lecturers need to encourage the students to speak English more

by always using English when talking to them or replying their questions.

2. For students of the English Language Education Study Program

The use of English in the English Language Education Study Program

should always increase step by step from the beginning of the study (first

semester) until the end of it. In semester 6, students of the ELESP must develop

their speaking ability with more accurate grammar. This could be done by having

more time to speak in English with friends as much as possible.


54

Related to the use of prepositions, forgetfulness could be associated with

the students‟ exposures in using English. They must memorize it well, by being

accustomed to use English more and better. If the students think that the time for

learning it in the lecture is limited, they can explore other sources of exercise. The

students need to practice more on using the proper prepositions in both written

and spoken forms. They can increase their exposure on using good English by

using any media that they like and believe can improve their English. Nowadays,

there are many Websites which provides exercises deal with English prepositions.

The researcher believes that being proactive and creative in learning is useful

when limited sources are available.

3. For other researchers

The researcher welcomes other researchers who are willing to conduct

research on the similar topic to have more exploration or modify this research.

They can increase the number of the respondents, develop the methodology of the

research, or extend the problem formulation. As a suggestion, other researchers

can do an analysis on the other object besides videos, for example on students‟

writing product.


55

REFERENCES

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teachers-as-inspiring-examples/item4409

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Baker, M. C. (2008). The syntax of agreement and concord. Cambridge:

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Brown, B. (2002). Prepositions. Victoria, TX: Academic Center, University of

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Dr. Murray and Rockowitz, A. C. (1999). Prepositions: Definition and usage.

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def.html

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teaching. Cambridge: Cambridge University Press.


58

APPENDICES


59

Appendix 1

COVERING LETTER


60


61

Appendix 2

VIDEO TRANSCRIPTIONS


62

Speech transcription of Respondent 1

[00:00:07.25] Respondent 1: Thank you. Now, before we go on I want to divide

you into...I want you to work in pair. Ladies count form Estefania.

One...Margaret...ya...Jose...two! Santiago...Hugo...okay, one with one.

[00:01:09.02] Respondent 1: (asking some students) Five...five...

[00:01:34.04] Respondent 1: Yes. One with one.

[00:01:53.15] Respondent 1: Please find your partner please. Stick with your

partner please.

[00:02:09.17] Respondent 1: Class, please sit with your partner please. Oh ya.

[00:02:26.26] Respondent 1: Okay. Now your job is I want...can I get your

attention? I want you to arrange this scrambled conversation.

[00:03:14.25] Respondent 1: No, short conversation. I just give you one minute.

[00:03:50.22] Respondent 1: Hey, come on. What's your name? Pedro. Ya.

[00:04:17.10] Respondent 1: Any difficulties? Any difficulties?

[00:04:43.14] Respondent 1: mm'hem. Please check.

[00:04:58.04] Respondent 1: Is there any diffculties? How about this one?

(clearing throat)

[00:05:37.08] Respondent 1: Okay time is up. I want aaa Esmeralda, please read

with your partner. Stand up please. Oiya.

[00:05:55.22] Respondent 1: Please listen to Esmeralda.

[00:06:20.26] Respondent 1: Yapp. Their group has the right answer. Who has

the same answer with...really?

[00:06:33.24] Respondent 1: Okay, based on those conversation, who who can

guess what we are going to learn today?

[00:06:52.24] Respondent 1: Yes, in airport? Bernadet is right. How to book a

ticket in an airport. Now aaa, with your partner...eh no, I will distribute this

(clearing throat) first...Could you help me?


63

[00:07:40.01] Respondent 1: Okay, who wants to be a reservations? Bernadent,

ya. Come in front, Bernadet come in front. Ya, you will be the model. John

Carter. Ya. Okay. Please come in front. Jose.

[00:08:06.09] Respondent 1: Okay class listen to your friends. Jose?

[00:09:18.20] Respondent 1: Eh iya, mistype...mistype.

[00:09:43.26] Respondent 1: John. Mr. John.

[00:10:06.14] Respondent 1: Okay thank you Bernadet Jose. I'm sorry for the

mistyping. Oh ya give applause to...I‟m sorry for the mistyping, it should be Mr.

John. John. John.

[00:10:24.27] Respondent 1: And here, staff expression.

[00:10:50.23] Respondent 1: Can you identify some expression from the example

that I give? What are they?

[00:11:04.06] Respondent 1: mm'hem Then...other please? Can you identify

some expression based on the example that I give you? Mm'hem. Yes.

[00:11:39.07] Respondent 1: Yes.

[00:11:55.23] Respondent 1: Yes. Others? Ya. Aaa now can you give aaa another

example of some expression, of the expression and the response?

[00:12:22.07] Respondent 1: No, you may (unclear utterance) your own.

[00:12:31.12] Respondent 1: Another example? Yes.

[00:12:45.00] Respondent 1: Yes. Aa now please the girls read the expression.

Girls? Ya. Ya, you may start. Girls?!

[00:13:18.10] Respondent 1: Good. Depart.

[00:13:48.16] Respondent 1: Okay, is there any question? No? Okay, still work in

pair. The boy will be student A.

[00:14:38.11] Respondent 1: You will be student B.

[00:14:52.01] Respondent 1: The boy will be student A and the girls student B.

[00:15:24.29] Respondent 1: Complete the information.


64

(teacher is moving around)

[00:18:09.09] Respondent 1: Have you finished?



[00:19:43.27] Respondent 1: Have you finished, guys? How about Margaret?

[00:20:25.08] Respondent 1: I want...okay guys, have you finished all? I want aaa

the first, the first group perform in front of the class.

[00:20:58.24] Respondent 1: Center please.

[00:21:10.20] Respondent 1: Please, listen to your friends.

[00:22:05.15] Respondent 1: Okay thank you. Aa Margaret, please.

[00:24:00.20] Respondent 1: Okay thank you Margaret and Hugo. And now, I

want I want to divide you into two big groups. One...one up to, from the boy.

Hugo. And the girls from Esmeralda.

[00:24:34.04] Respondent 1: Okay, please gather to your group, with your group.

[00:25:20.25] Respondent 1: Leo?

[00:25:25.19] Respondent 1: Which group one? Six. I have two tables, and your

job is...your job is make a conversation between travel agent and customer. You,

you may copy but please make your own. And you you can make your own travel

agency. Your name of travel agency. Name of travel agency. Ya.

[00:26:52.26] Respondent 1: Don't forget make the conversation.

[00:27:24.02] Respondent 1: (explaining to some students)

[00:27:27.19] Respondent 1: You may copy, but not all. You make the

conversation but you may copy from the previous (unclear utterance).

[00:27:51.29] Respondent 1: What are you doing, gossiping?

[00:28:06.17] Respondent 1: Aduh. Haa you do not listen to my instruction. You

make your name company eh agency. And you make a short conversation

between travel agent and customer.


65

[00:28:46.17] Respondent 1: Who will, who will (unclear utterance). You may

copy but not all.

[00:29:19.22] Respondent 1: (talking in Bahasa) Apa? Ini kan nama pesawatnya,

tapi kan nama travel agency-mu kan beda.

[00:29:50.14] Respondent 1: No, airline is..... (unclear utterance) airplane.

[00:30:00.28] Respondent 1: Who will make the short conversation?

[00:30:13.03] Respondent 1: Please prepare (unclear utterance) the

representative of your group. Girl and..girl and boy. He'em.

[00:30:42.07] Respondent 1: Please, please prepare your representative of your

group, one girl and one boy.

[00:32:06.00] Respondent 1: It cannot be read.

[00:32:45.11] Respondent 1: No, you don't.

[00:32:59.27] Respondent 1: Let's just (unclear utterance) in English.

[00:33:18.05] Respondent 1: Do you like pink, Adi, Bayu? Do you like pink? Oh,

like me.

[00:33:37.21] Respondent 1: (unclear utterance) means aaa (speaking in Bahasa,

unclear)…window, this group (unclear utterance).

[00:34:08.12] Respondent 1: Have you finished? Have you finished?


[00:34:42.25] Respondent 1: So, you will be the first.

[00:34:52.01] Respondent 1: Who will, who will be... Have you finished guys?

[00:35:12.14] Respondent 1: Who will be the representative of your group?

...And? And who will be bring, who will be bring...the agency's name? Leo. Leo.

Please, please Crispy.. Crispy Fish come in front. Yes. Your group first.

[00:35:58.29] Respondent 1: What is your travel agent's name? What does it

mean, can you explain? Okay please.

[00:37:13.05] Respondent 1: Okay thank you. Give applause to the group.

[00:37:43.15] Respondent 1: Hey no. What is your travel agent's name? What

does it mean?


66

[00:38:02.09] Respondent 1: You are so honest. Leo, (unclear utterance). Oh ya.

Oh ya ya.

[00:38:26.27] Respondent 1: Agency-nya...

[00:39:55.23] Respondent 1: Okay thank you. What you have learnt today?

Reservation... How to book a ticket. Yes. I will gu..give you project group. You

have, your group have to aaa to find video about about about travel agent and

customer booking aa aero plane ticket and you have to show show us next week,

and explain. Is it clear? Ya in group. Okay thank you..ha? Your big group. Thank

you.


67


[00:00:00.06] Respondent 2: So good afternoon class?

[00:00:03.11] Respondent 2: How are you?

[00:00:07.03] Respondent 2: Great? I'm fine. Thank you so much. Okay, so err,

we are now in speaking class aam to continue what you have learnt.

[00:00:23.19] Respondent 2: Err can you sit in front, please? Thank you. Sit in

front please.

[00:00:32.17] Respondent 2: So emm...punish? No I think it's (unclear utterance).

I will not punish her.

[00:00:44.24] Respondent 2: So, here I want to continue what you have learnt last

week from Mr. Ayon. So anyone (unclear utterance). Emm.. Mr. Ayon is your

listening class teacher. So what you've..what you have learnt last week?

[00:01:01.04] Respondent 2: Correct. So give applause to her.

[00:01:06.23] Respondent 2: Okay. So we are going to learn about showing

sympathy. So show your sympathy. So aa what you have learnt is about emm

expressing your sympathy, right? And this time it's gonna a little bit different. Aa

what's the different? I will show you some pictures.

[00:01:30.21] Respondent 2: First, what do you think about this picture?

[00:01:37.09] Respondent 2: So here we have a picture of the death ceremony

and say that it is your teacher. Okay?

[00:01:49.27] Respondent 2: What do i mean? What do you mean?

[00:01:53.25] Respondent 2: So ya, aam what do you think about these pictures?

About the situation?

[00:02:00.01] Respondent 2: Sadness ya, that's good. Ya that's true. Ya (unclear

utterance).

[00:02:06.11] Respondent 2: So this is another situation of the aaa the example of

the situation. So what so you think about this?

[00:02:16.27] Respondent 2: So lost her....no, (laughing) it's not supposed to be

said by you. It's not supposed by me too. So ya, it's correct. Yupp this is correct

that aa she lost her pen, and she feels sad too. Okay? So what is the different

between these two pictures actually?


68

[00:02:46.12] Respondent 2: Ya...(someone knocks at the door) come in please.

Can you sit in the front please? Mr. (laughing)… He is Mr. PBI. So guys what do

you think about the difference between these two pictures?

[00:03:07.24] Respondent 2: (someone knocks at the door)...Come in please.

Maybe you can sit in front here, please. (unclear utterance) what is the

difference? Yupp...well, the difference is that this is, this one, is more formal and

that one is less formal. That also aam influence how you show your sympathy. So,

in formal, what do you think you might say?

[00:03:48.07] Respondent 2: Ya...in informal, no I mean in formal situation. In

formal situation.

[00:04:04.03] Respondent 2: That' correct, ya that is one of the the formal when

someone that is close to someone else died. So you say 'I give my condolences'.

[00:04:20.11] Respondent 2: This one 'my sincerest condolences go out to you

and your family'. So these are the example of the formal utterances when you say

to show your sympathy. And what about the less formal?

[00:04:37.09] Respondent 2: Ya, correct. 'What a pity, that's awful, (unclear

utterance)'. Okay, aaa also we have the natural one that actually can be used in

both. So actually it's not like aaa you can say that...you can say this also when aaa

in a more formal situation, like 'i am sorry to hear that', 'I sympathize with your

condition', 'what a bad luck' and 'that's a pity'. Those are the expressions that you

say in a formal and less formal situation.

[00:05:21.18] Respondent 2: So aam, so far is there any questions? No? Yes,

please?

[00:05:33.29] Respondent 2: Pardon?

[00:05:42.19] Respondent 2: Ya, so actually like we have learnt before that in

formal and less formal. When you say 'poor you' the situation might be that you

with your very close friend, so will not hurt his or her feeling. Well actually you

cannot say that when, like for example, your aaa the uncle of your friend died and

then you say that it's gonna be hurt for him or her to hear that 'poor you'. So ya,

later i will give you the the handout some aa how you to express your sympathy in

formal and less formal. And how you aaa response to those.

[00:06:39.18] Respondent 2: So aaa if there is no anymore question it's gonna be

the main activity of the day. So later on aaa in the end of this class, you are

expected to be able to produce dialogue or to produce...to show your sympathy in

the right situation. Please Yogi you can pay more attention to me.


69

[00:07:11.13] Respondent 2: So this is the activity time. Aaa later on I will divide

you into groups, well because it's like eight here and it's like five here can I some

of you can I ask some of you move to the other side, please.

[00:07:37.02] Respondent 2: Ya..okay so aam I will give you some situation that

you must choose from this aaa this envelope that you must hide it from your

friend. So later on, this group with their own situaion and this group with their

own situation. Aaa the first time this group will ask to this group, so for example,

Indra ask Lica, okay? And then after that you have to act like what is in the

situation, okay? And then after that at least you have to aa at least you have to be

asked and ask twice. Ya. So it's...at least two times. So the first time this part will

ask this part, and then after that you will turn the order, got it?

[00:08:52.28] Respondent 2: I will give you the the situation, please hide first.

This is for the girls first, you have to hide that first. One only one. Okay (unclear

utterance) this one. Okay just hide first. Please hide that first. Okay? Hide that. So

you (unclear utterance). Okay this is aam (unclear utterance). Just read that first

okay? Keep that in your mind.

[00:09:53.08] Respondent 2: Okay, ya aam...whatever just hide it first. So after

this I want this part aam play the role. Let us play the role play, okay? This part

this group will ask this group first and then in turn so at least you will get two a

part...one partner two partner. Okay, can we start it now? Please do.

[00:10:31.04] Respondent 2: Ya, you have to ask to find (unclear utterance).

Yes, don't forget to....(unclear utterance)

[00:10:52.21] Respondent 2: Yes..

(noise due to the 'students' practicing the dialogue)

[00:11:09.26] Respondent 2: (answering a question)(unclear utterance)

[00:11:56.13] Respondent 2: Yes, that's correct. So you have done? Well you can


[00:13:19.13] Respondent 2: (answering a question)(unclear utterance)

[00:13:58.06] Respondent 2: Guys, can I have you attention please? Okay, so

what was that? How is that? How was...how was your conversation? Okay, can

you tell me something, what (unclear utterance), whom did you ask, and then

why were...why was someone there sad?


70

[00:14:21.13] Respondent 2: Guys please you aaa please pay more attention

to....ya, aha....and why?

[00:14:33.14] Respondent 2: Okay ya...so what did you say? Okay, ya...ya. It's

like like we learnt this morning, like what I have shown you before that in such

situation, actually you can say so aaa can Mr. Yoga help me what should we say if

if someone someone else get someone..aaa the family is dead?

[00:15:03.12] Respondent 2: Ya that's correct. (laughing) no. Okay, the next

activity is that aaa please find one partner so it's gonna be a pair work aaa please

make a dialogue and aaa it based on any kind of situation that you want. So at

least one of you feel sad and then please make the dialogue based on the handout

that I show you. So aaa like this (unclear utterance) sympathy, you can you can

see the steps here and then you can make the dialogue.

[00:15:43.00] Respondent 2: Can you start it now? Okay.

[00:16:03.24] Respondent 2: Maybe you can you can join (unclear utterance),

you can join to another group so..yes. Just (unclear utterance)

[00:16:22.04] Respondent 2: (answering question) (unclear utterance)

[00:16:54.08] Respondent 2: You can find the group.

[00:16:58.17] Respondent 2: Ya..(answering question) (unclear utterance)

[00:18:13.26] Respondent 2: (answering question) (unclear utterance)

[00:19:09.26] Respondent 2: So later on I want some of you to perform (unclear

utterance).

[00:19:40.18] Respondent 2: Ya I‟m gonna (unclear utterance). Okay than you so

much.

[00:19:48.01] Respondent 2: Okay guys have you all done? Have you done?

Okay aaa..two more minutes.

[00:20:22.00] Respondent 2: Have you done? Can I see that?

[00:21:48.06] Respondent 2: So guys, time is up. Time is up guys. Can I err can I

have your attention please? So I will ask some of the groups to perform the

dialogue in the front of this class, okay?

[00:22:03.13] Respondent 2: So the first turn would be probably given to those

group. Would you please come to the front of the class? Thank you.


71

[00:22:22.03] Respondent 2: Okay guys please listen to the..to the group.

[00:23:01.13] Respondent 2: Okay give applause to them. So aa Agnes what was

about...what that conversation about?

[00:23:15.08] Respondent 2: Okay, was that correct? Okay. The next group

would be aaa Yoga's group please.

[00:24:32.21] Respondent 2: Okay give applause to them. So aaa hana what

was...what was the conversation about?

[00:24:49.12] Respondent 2: Was that correct? Okay. I want to ask one more

group to come to the front of the class. Can you point one group?

[00:26:05.28] Respondent 2: Okay, so give applause to them. So thank you for

the groups that have already performed the the dialogue in front of the class. So

guys, what we are..what we have learnt today?

[00:26:19.15] Respondent 2: Sympathy. So aaa what kind of sympathy? Ya?

[00:26:27.14] Respondent 2: So aaa one question, what will you say if if the the

father of or the the, say the uncle of your friends past away? What will you say?

[00:26:41.00] Respondent 2: Ya you can say that. Anything else? Ya. Anything

else?

[00:26:50.10] Respondent 2: Okay, it's not gonna be aaa the aaa appropriate

situation. So aaa guys, I think this this is the end of the class...pardon? Ya this is

the end of the class and thank you for for coming to the class. I want you to read

more about..I want you to read more about the various expression if the sympathy.

Next time we will aaa discuss about it in the next class, okay? So I‟ll see you guys

in the next class.

[00:27:26.09] Respondent 2: That's gonna be your homework. Ya you have to

read (unclear utterance) the various expression of sympathy and then next time we

will discuss in the class okay? See you next week.


72

Speech transcription of Respondent

[00:00:03.28] Respondent 3: aaa Before we start our lesson today, let's let's have

a moment of silence for praying. Kojek, listen to me Kojek. Before we start our

lesson today let's have a moment for praying. You may begin. Thank you.

[00:00:32.27] Respondent 3: aaa yeey...aaa Is there any homework?

[00:00:43.20] Respondent 3: What you have learnt in the last previous meeting?

Yes, previous meeting I mean. What you have learnt? Oh, seminar on LT. Apa?

Okay. Do you know what we are going to learn today?

[00:01:05.05] Respondent 3: aaa I have a video, I‟m sure it is interesting and I‟m

sure you like it.

[00:01:37.02] Respondent 3: (talking in Bahasa) Sek...Ga, nanti tak bersihin.

ssshh...heh heh heh...

[00:04:24.15] Respondent 3: Do you get the point? I will play it for once more.

(talking in Javanese) Endi to play ne?

[00:06:37.12] Respondent 3: Well, after the...after watch this video, what do you

think, aaa where does it takes place?

[00:06:46.10] Respondent 3: In the restaurant. Have you ever been to go to

restaurant? Are you sure?

[00:06:54.29] Respondent 3: aaa Well, pardon? aaa Do you aa you have a

restaurant. Right, okay aaa I have a handout...please help me distribute to your

friends. (a student asks permission) Of course.

[00:07:32.13] Respondent 3: Okay, English expression at the restaurant. aaa these

are the expressions that usually are used in the conversas..Conversation in the

restaurant for asking or offering help. Expression by a writer, eh, wait..Waiter.

Leo, can you read the first expression, please? (while a student is reading) yes.

'Can I help you' and then? mm'hem. Yes...mm'hem...ehmm...yes.

[00:08:18.03] Respondent 3: Steak (correcting pronunciation). Steak, repeat after

me, steak. Steak, Nana.

[00:08:32.25] Respondent 3: Louder please, Leo. Yes. mm'hem. Milk (correcting

pronunciation).

[00:09:06.00] Respondent 3: Okay, it is very important aaa because it is used it is

used by a writer when they welcome the guest. Waiter, yes I mean waiter


73

(laughing), waiter when he or we...eh when he welcomes the guest in the

restaurant. So when the guest come in and he has to say, he may say can I help

you, it it it aims is to offer his service. 'Can I help you, may I help you, do you

need any help, would you like any help, what would you like and etc.' and the

second a response by a customer, aaa please choose one of your friends, Leo.

Godean? Nana?

[00:10:25.07] Respondent 3: mm'hem...

[00:10:45.14] Respondent 3: Good. Thank you. So these are the responses by a

customer that that usually are used by customer to respond your when you when

you are the waiter, these are the response a customer. So aaa in the next future,

when you offering your help to your customer and your customer answer answer

one of these expression, be careful, right? And the next expression, can you

choose one of your friends? Bruder Markus.

[00:11:33.16] Respondent 3: Yes, could I....mm'ehem...yes...a chef, chef, a chef

(correcting pronunciation). Yes...

[00:12:06.13] Respondent 3: Thank you. So in this expression, you can see there

are there is eh...there are some models that are used 'could' and 'may'. aaa why

why don't we use 'can', because 'may' express formal formal statements. So when

we when we have interet...when we interact with others and aaa it seems like it's

formal, it's better for us to use 'may' instead 'can'. Yes

[00:12:36.14] Respondent 3: aaa At the last response by a writer, a writer a

waiter, Bruder, can you choose one of your friends?

[00:12:58.08] Respondent 3: Waiter.

[00:13:17.05] Respondent 3: Okay. Thank you. So these are the response by a

writer that is used for answering for answering the expression by a customer.

When a customer ask the waiter for some some something that they ar..that that

they need these are the response by a writer. So, so far is there any questions?

[00:13:50.28] Respondent 3: Yes. The the expressions by a customer is aaa when

when us...when when you have when you have order your meal that you want one

more, you want more, additional food. You may ask the the waiter, 'could I get

another?' or aaa 'this is not what I order' or 'may I have the check please?‟ But the

response is when the waiter have asked you some questions and you answer with

this statement. Is it clear? So far, is there any questions? Is there any questions?

Wilis, do you have any questions? Is there any questions? No? Thank you.


74

[00:14:41.27] Respondent 3: The next I have aaa I have a listening section.

Please...distribute to your friends. Help me to distribute to your friends.

[00:15:11.00] Respondent 3: I have a recording, so what you have to do is

complete the (unclear utterance). Are you ready?

[00:15:42.00] Respondent 3: Are you ready?

[00:16:40.06] Respondent 3: Okay...you want more?

[00:17:46.14] Respondent 3: Is that clear? Pay attention please...We don't have

any time.

[00:18:38.19] Respondent 3: Yes. Time is up.

[00:18:45.15] Respondent 3: Risa, have you finished? No? Okay let's discuss

together. Waiter: are you ready to titik titik (talking in Bahasa), Sir?

[00:19:03.22] Respondent 3: Okay. No, be quiet!! Be quiet! Once again. Are you

ready blablabla, Sir? The answer is... to order. Excellent. Mr. (saying a name,

unclear): yes I‟d have the beef steak for starters and my wife would like blablabla

(unclear utterance). Tomato. Excellent (mispronounced). sopo kuwi?! sopo?!

sopo kuwi?! (talking in Javanese) I mean excellent.

[00:19:54.23] Respondent 3: It's a good answer. I‟d have the (unclear utterance)

steak and my wife would love the blablabla (unclear utterance)... Right. Good.

[00:20:05.10] Respondent 3: Waiter: I‟m afraid. I‟m afraid. And the laif and the

next? Recommend. What else do you...recommend. aaa okay, I will...I will have a

(unclear utterance). The next?...I‟m sorry. The next? Salad. Good.

[00:20:33.24] Respondent 3: Hah? Certainly. And the next? And the next? To

drink. And the next? Certainly. And the next? Excellent. Excellent. Well, now I

will divide you into a group. Please count count aaa...no no no. I‟ll divide you into

five groups. Please count one to two. From you. One up to two. One to five!

[00:21:33.12] Respondent 3: Keket. Five. Suster. One, two, three, four...five.

Five. One two three four five. Ayo, gather with your group. Be quick! Be quick!...

Be quick! Be quick!

[00:22:03.25] Respondent 3: Don't count too much! Hey, don't count too much.

[00:22:25.05] Respondent 3: So from this conversation, identify the expression

that are used by the writ...no no no... The expression of offering help. Offering

help. Three minutes!


75

[00:22:41.10] Respondent 3: From this conversation, Tiar, ya, identify the

expression of offering help.

[00:23:08.04] Respondent 3: Any difficulties?

[00:23:27.02] Respondent 3: Have you finished? Are you sure? Three minutes!

Two more minutes!

[00:23:49.26] Respondent 3: Offering helps expression. thok (talking in

Javanese).

[00:23:58.19] Respondent 3: You may take a look on the...handouts that I have

given. Ha? Offering helps.

[00:24:29.29] Respondent 3: Finish? Finish? Finish? Well let's discuss together.

The first is...are you ready to order, Sir? Good. aaa The second? The fou..The

four...the group four? Answer my question. Which one is the expression of

offering helps?

[00:25:05.00] Respondent 3: hmm.. After that? Okay. And the group three. next

is? Oh..(laughing)

[00:25:20.26] Respondent 3: Good. aaa Do you agree all, do you agree all? Do

you all agree?

[00:25:31.07] Respondent 3: And the next is, the next is...speak up! And the next

is...would you like to some to drink. Next? Oh main course. The next?

[00:25:59.19] Respondent 3: Okay, and the last is...and the last is...what would

you like something to drink.

[00:26:11.07] Respondent 3: The next activity. I will distribute the handout.

Please help me to distribute to your friends. Be quick, be quick.

[00:26:45.25] Respondent 3: Udah? udah?

[00:26:51.12] Respondent 3: Okay. Other (unclear utterance) please. Katherine

and Willy. And Katherine and Willy and Nana. aaa Pretend that pretend that Willy

is David, Nana is waiter, and Katherine is Britney. Okay c'mon. Come on.

[00:28:18.09] Respondent 3: Katherine, are you sick?

[00:29:40.05] Respondent 3: Itu tu sausage (correcting pronunciation) bukan

sou....sausage, sausage Nana.


76

[00:30:04.02] Respondent 3: Okay thank you. Nana, hmm...By the way sausage

is not saos, but sosis...oh yowis. Now repeat after me. Serve. Menghidangkan.

Follow. Mengikuti. Food list. Menu atau daftar makanan. Omelet. Omelet. Telur

dadar. Bacon. Daging babi yang dikukus atau diasinkan. (unclear utterance).

Sausage. Sosis. Toast. Toast! (unclear utterance). Medium. Setengah matang

antau sedang. Mix. Mencampur. Do you get the point from this conversation?

[00:31:13.23] Respondent 3: So what you have to do now is work in groups and

make a..Make a conversation and I will give you, pretend that it is a food list of

Suka-suka Restaurant.

[00:31:37.11] Respondent 3: I will give you five minutes.

[00:31:44.16] Respondent 3: Talk less do more please. (unclear utterance)

[00:32:09.00] Respondent 3: Ayo, make conversation, make conversation.

[00:32:20.22] Respondent 3: (unclear utterance)

[00:32:39.19] Respondent 3: Later on you have to practice this in front of the

class. Practice in front of the class.

[00:33:49.14] Respondent 3: Have you finished? Have you finished? Please

(calling a name, unclear) and Bruder come in front of the class and practice your

conversation.

[00:34:04.01] Respondent 3: aaa Everybody please pay attention to your friends.

[00:35:39.09] Respondent 3: Okay thank you. Give big applause. You may

choose one of your friends because we have limited time. Which one? Ajeng

groups? Ajeng groups? Or if you are sick you may choose another group.

[00:37:30.20] Respondent 3: Thank you Ajeng and Leo. Okay because we have,

aaa because time is up, so maybe next week the others group will aa have to

present your your performance next week. So aaa thank som... what we have

learnt today? Nana? About, about expression in the restaurant. And aa you have to

I have a homework you have to, you have to work in group and and make a

conversation in group and you have to record record your conversation. You may

burn in the disc, you burn in the CD and and submit submit it to me next week,

okay?

[00:38:23.21] Respondent 3: No no no. I don't have any e-mail. Thank you for

your for your attention. Good morning.


77


[00:00:00.03] Respondent 4: Good morning. How are you today? I'm fine too,

thank you. So, are you ready for this class? No? Why?

[00:00:19.25] Respondent 4: Okay. Aaa after this you will not feel sleepy because

we will listen to something interesting. Before go further, what you, what did you

learnt for the last minu...last meeting with Mr. Wilda?

[00:00:40.06] Respondent 4: Okay. Good. Job and educational background. So,

what is, what is job and educational background? Good. Now, let me check, do

you still understand about this topic? Aaa Sesi. Could you please mention

one...one kind of job and the function, the describe des.. description of the job?

Okay. Okay good, thank you. And let me check, Anton. Could you please give me

an example of job? Sorry? Painting. (unclear utterance).

[00:01:55.05] Respondent 4: Painter, okay. So, what is the description about

painter?

[00:02:06.03] Respondent 4: Okay, I think it's interesting job. Thank you. And

guys, today we will continue Mr. Wilda's topic but the skill is listening. Listening,

ya. So here I have a recording about job interview. Anybody knows about job

interview?

[00:02:35.27] Respondent 4: Okay good. Wawancara pekerjaan. So before you aa

work in some places you have to do job..interviews. Okay good. And now, I‟m

going to distribute a worksheet. Please take one and give the rest to the others. Ya.

Please take one and give the rest to the others.

[00:03:28.27] Respondent 4: Okay. Please take one (unclear utterance). Okay.

This, this for waking you up. Okay. Guys, have you got one? Everybody got one?

Okay. Are you ready for the listening section?

[00:03:55.14] Respondent 4: Oh, sorry. Firstly I want to tell you about the rule.

First you will learn about a recording about job vacation and then what you have

to do is filling, fill in the blank here. Any question about the instruction? No? So

now you are ready for listening?

[00:04:23.22] Respondent 4: Aaa twice. Okay. Here...sorry. Wait...wait, once

more.

[00:06:07.25] Respondent 4: Okay. Have you finished? Or I will play it once

more.


78

[00:07:40.02] Respondent 4: Okay. Have you all finished? Yes. Good. Okay now

let's discuss the answer together.

[00:07:54.24] Respondent 4: Okay guys, who wants to answer the first number?

Oh, Wildut. Eh, Wilda. Please answer number one. Answer it.

[00:08:19.28] Respondent 4: Okay, do you agree class? Okay good. Thank you,

Wilda. Okay Wilda would you please choose one of your friends to answer the

next?

[00:08:33.19] Respondent 4: Okay Bayu.

[00:08:51.18] Respondent 4: Okay, do you agree class?

[00:08:58.10] Respondent 4: Yes, the correct answer is graduated, with -ed. Okay

thank you. Please choose...

[00:09:10.10] Respondent 4: (unclear utterance).

[00:09:21.28] Respondent 4: Experience. Do you agree? Good. Thank you. And

please choose one of your friends. Rika.

[00:09:41.26] Respondent 4: Decide. Do you agree? Yes, thank you, Erika.

Decide. Decide. Okay erika, could you please choose one of your friends? Alex.

Alex please. Alex. Please alex.

[00:10:08.02] Respondent 4: Interesting. Do you agree? Good. Interesting. Thank

you Alex. Could you please choose one of your friends? (talking in Bahasa)

Waduh malah SMS. Could you please choose one of your friends?

[00:10:30.27] Respondent 4: Anton, ya. What..? Challenge (correcting

mispronunciation). Challenge.

[00:10:53.23] Respondent 4: Okay. Challenge. Great. Thank you. And could you

please choose one...ha? Batak? Oh I‟m sorry. Another? Oh, the friend of Brandon.

Who is the friend of Brandon? Mita. Okay Mita.

[00:11:20.04] Respondent 4: Okay. Position. Is it correct? Okay good. Next the

last...Mita could you please..

[00:11:35.18] Respondent 4: Kimi. Kimi, where are you? Okay Kimi.

[00:11:47.06] Respondent 4: Okay. Interview. Is it correct guys? Good. So guys,

here aaa Mrs. Stela is want to be aaa what, what job? Financial manager. Okay

good. So Mrs. Stela wants to be a financial managers. Great.


79

[00:12:10.27] Respondent 4: Now. To make it faster, we can...we can go to the

recording. Prepare your ear.

[00:12:29.17] Respondent 4: Okay. Okay. Just kidding, just kidding. Okay. Are

you ready guys? The second one, the second one. True false, yes. I'll play it twice,

okay? Are you ready guys?

[00:15:48.27] Respondent 4: Okay guys...panjang. It's to wake you up. Okay, I‟ll

play it once more and for the second time, you can...you can fill in the B section.

Okay? Any question? No? Okay, good. Now...

[00:19:18.09] Respondent 4: Okay guys. Have you finished? Not yet? I'll give

you five..sorry two minutes to complete you answers.

[00:20:15.07] Respondent 4: Okay guys.

[00:20:27.15] Respondent 4: Okay guys, have you all finished? Okay let's check

the answer together. For the A part, number one. Is it true or false? Is it true or

false guys?

[00:20:47.07] Respondent 4: Okay good. Why false? Okay, good. Number two.

[00:20:56.01] Respondent 4: True. Okay good. And then number three? What is

the correct answer? Two years. Okay good. And number four?

[00:21:08.24] Respondent 4: Okay good. Correct answer? Tour leader. And for

the last? Okay good.

[00:21:21.04] Respondent 4: And now let's go to the B part. Aa.. Guys, do you

miss, did you miss the this conversation? The first conversation? Okay I‟m so

sorry about the technical error. The, the answer is for the number one is job

interview.

[00:21:52.10] Respondent 4: Okay. So aa for the second, who wants to answer?

Okay Sesi.

[00:22:08.02] Respondent 4: Okay good. Head. And number three. Erika, could

you please answer? Number three?

[00:22:24.28] Respondent 4: Sorry it should be resume. Okay and number four,

Sari.

[00:22:40.01] Respondent 4: Is it true? Good. Could you tell me a little bit of

your work there? Good. And next, who wants to answer? Anybody? No. Okay

Apri. Diploma. Okay good. And next, okay Pipi.


80

[00:23:16.07] Respondent 4: Marketing staff. Okay good, thank you. And next.

Okay, Okta.

[00:23:24.14] Respondent 4: Did you enjoy your job? And...did you enjoy your

job. Good. That's the correct answer ya. For the next? Antonia, could you please

answer? That's why you...

[00:23:44.04] Respondent 4: That's why you...

[00:23:54.17] Respondent 4: Okay. Hmm...okay. So the answer is apply. Good.

Thank you Anton..nia. And then for the next question, the next answer? Wilda

would you please answer?

[00:24:15.27] Respondent 4: No no no. It's nice...

[00:24:32.10] Respondent 4: Okay good. Thank you. The answer is...part. Okay

good. The next Shela. Could you please answer?

[00:24:44.06] Respondent 4: Okay, salary. Good. And for the last one, Mita.

Could you please answer?

[00:24:52.04] Respondent 4: When can you start. Okay, good. So guys, you have

finished the task, very good. And let me check about your understanding toward

this listening. Aaam Bayu, from based on this listening, what kind of aa

conversation? What about what is talk about? Okay good. Job interview. And,

Christy, What kind of job that Agatha wants to?

[00:25:46.28] Respondent 4: Sorry? Tour leader. Okay good. Tour leader.

And...okay guys I think you understand the topic well. And...so guys what we

have learnt today? What we have learnt today?

[00:26:14.13] Respondent 4: Job interview. Okay good, job interview. Job

interview. And what kind of job that we have discussed, discussed today?

[00:26:37.14] Respondent 4: Ya good. So, any questions about today's material?

No? Okay, if there's no questions, next week you have to make aaa aaa job

interview dialogue with your partner. Only a short dialogue and you have to

submit it on the next meeting. Yes, written. And in the next meeting you will learn

about narrative text with Miss..Miss Vivi. Ms. Vivi. Okay. Are you ready and

thank you for today, see you.


81

Speech transcription of Respondent 5.

[00:00:00.03] Respondent 5: Good morning. How are you today, fine? Fine,

thank you.

[00:00:15.13] Respondent 5: Okay, aaa I think you are so lucky today. Because

your teacher is handsome. And clever, ya. (unclear utterance). Oh ya, aaa the day

after tomorrow we start our holiday, right? Do you have plan for your holiday?

Yes. Aaa and do you make appointment aa with your friend for your holiday?

Yes? Okay, Bayu. You can make aaa an appointment with your boyfriend? I'm

sorry, okay. Come on. You have aa you make an appointment with your...oh poor

you.

[00:01:20.21] Respondent 5: What about you Romo, (unclear utterance).

Aaa...oh Tulungagung. So, you aaa what did you say when you aaa when you

make aa an appointment with your friends?

[00:01:49.14] Respondent 5: okay. And...Bayu, I think you should make aa an

appointment after this, this class because today we want to learn about an

appointment. (unclear utterance). So I have special thing for you. Handout.

[00:03:07.23] Respondent 5: Okay. So do you know what is an

appointment..appointment? Ya. Janji (speaking in Bahasa). Aa as arrangement to

meet someone at particular place and time. So there are many kinds of an

appointment ess...expression. Okay. Expression. Thank you. Okay.

[00:03:43.22] Respondent 5: There are three expression. First, making

appointment. Respondent 4, please read number one.

[00:04:07.05] Respondent 5: Okay, choose your friend. Choose your friend.

[00:04:18.14] Respondent 5: Kristin. Okay number two. Ya.

[00:04:51.16] Respondent 5: Okay, choose your friend. Okay, please read number

three.

[00:05:16.04] Respondent 5: Ya okay. This is the example of aa kind..kind of

appointment expression. Then, second page: dialogue. First dialogue, Erika maybe

as a first speaker and then Efri. Second speaker.

[00:05:53.08] Respondent 5: Okay. Okay choose your friends please. Do as a first

speaker...okay Lia as a first speaker and Wilda as the second speaker.

[00:06:33.22] Respondent 5: Aa okay. I think it's your time to do exercise.


82

[00:07:23.11] Respondent 5: Your welcome, Bayu. Ya? Okay.

[00:07:51.25] Respondent 5: Okay. Now I will play the records twice,

then...twice then aa for the third question, aa it is not aa eleven, but eleven thirty.

[00:08:22.27] Respondent 5: Listen to the dialogue.

[00:08:49.28] Respondent 5: Are you ready?

[00:09:38.16] Respondent 5: Are you finished? (unclear utterance)

[00:10:45.24] Respondent 5: Okay, finish? Okay once again.

[00:12:01.25] Respondent 5: Okay, now let's discuss your answer.

[00:12:13.16] Respondent 5: Finish? Okay, number one. Sari.

[00:12:27.19] Respondent 5: Ya good. Choose your friend.

[00:12:47.05] Respondent 5: The man. Okay the man? Okay. Choose your friend.

Mudalih, number three.

[00:13:09.15] Respondent 5: You agree?

[00:13:21.03] Respondent 5: Okay okay good. Aa okay good. Number four.

Come on.

[00:13:27.10] Respondent 5: Because the office does not open until 9 a.m. Okay

number four. Okta.

[00:13:50.24] Respondent 5: Ya...okay. So, now I think you should aa (unclear

utterance) information in dialogue. And I will give you second exercise.

[00:15:13.07] Respondent 5: Are you ready? Are you ready for second exercise?

[00:16:25.19] Respondent 5: Okay, finish? Okay once again. Aa...check your

answer.

[00:17:35.11] Respondent 5: Okay now, it's time for discuss.

[00:17:45.04] Respondent 5: Okay please read aaa Rendi, as the man, please. As

the second speaker.

[00:18:29.05] Respondent 5: Okay, you agree with the answer? Okay, so..after

this class you should make appointment with your friends for your holiday. Ya,

and...iya ya? Okay? I think it's enough for today. So, what do you learn today?


83

[00:19:04.25] Respondent 5: Okay. What kind of expression? And then...


[00:19:20.04] Respondent 5: Okay good. So I think it's enough for today. Aa and

see you next...year. Thank you.

[00:19:34.19] Respondent 5: You want homework? Ya you make an appointment

with your friends.


84


[00:00:04.06] Respondent 6: Good morning class. How are you today? I'm fine

too, thank you. And aa, you looks so sleepy, looks so tired. What class did you

have before English? How was it?

[00:00:33.03] Respondent 6: Great? Aljabar? Whatever it is, just enjoy right? Li

aa, because it is English class so put everything inside your bag except English,

English book is okay. So class, are you ready for today's activity? Are you ready

class?

[00:01:09.11] Respondent 6: (unclear utterance, unknown language).

[00:01:16.17] Respondent 6: Are you ready for English, today's activity? I can't

hear your voice. Yes. Okay. Before we... (unclear utterance) okay, for today, we

wu..we are going to have funny activity, a lot of...act... funny activity. So, before

we start, do you still remember the material for the previous meeting?

[00:02:00.03] Respondent 6: Hello class, are you here? Are you with me? Yes?

So please answer me. What mat..what is the material? What was the material, for

the last meeting? Procedure, Nico. Procedure.

[00:02:28.02] Respondent 6: Procedure...text. Text. Clever. So in procedure text,

we have...called, we called generic structure. There are three...three points of

generic structure. Nico please mention, the generic structure of procedure text.

[00:03:00.18] Respondent 6: Yes, step. Before...the first is the goal. We usually

find the goal in the title. We know the goal from the title. And then after goal we

provide...method? Materials. Yes. Materials. That's the list of everything you need

to make the goal. After materials? Steps. The last is step. Yes, that's right. And

then, why do we need learn about procedure text? Do you still remember why do

we need learn about procedure text? Who did...(calling a name, unclear).

[00:04:18.07] Respondent 6: What is question, class? Ya. Why do we need learn

procedure text?

[00:04:30.17] Respondent 6: Ya...briefly, briefly. Why? In what case?

[00:04:57.16] Respondent 6: Ya okay. Do you have...ya. So we learn procedure

text because we need to give aa instruction, brief information systematically in

good order, about how to do something, how to make something, or how to

operate something. Like we have learnt the previous meeting we learnt about how

to operate...electric fan, and then what else? Washing machine, yes. How to

operate rice cooker, and then..blender, ironing. Ya. Great, you still remember.


85

And then, aa in here, in the steps to..we need conjunction to link one step to

another step. What we call it, the conjunction?

[00:06:10.15] Respondent 6: Great, transition words. Not worse, Budi, words.

Yes. Then please...not more than words..that song. And then, Tunggul are you

sleepy? Okay. Okay okay. Back to the material. Can you give me example aa

some transition words..words?

[00:06:46.07] Respondent 6: (calling a name, unclear) what, give me one

example of transition words. Okay Budi. Next. (unclear utterance), after that.

Anyone else? Firstly, then, secondly...Nico. Please mention one example. Then?

Yes. Next. (unclear utterance) yes. Great. You still remember everything. So, for

today I have prepare something for you.

[00:07:37.27] Respondent 6: Please distribute it, you take one and distribute it to

your friends. Please.

[00:07:50.15] Respondent 6: Okay. Make sure you have two pages. Have

everybody got one. Yes okay. (unclear utterance)

[00:08:11.07] Respondent 6: Okay, this is for... Last meeting we have learnt

listening and speaking. So, today we have activity reading section. Yes. So please

take a look at your handout. In the first page...Indah...

[00:08:39.08] Respondent 6: Okay. Take a look at activity one. Please. (unclear

utterance) I need...volunteer to read the passage. Budi, do you want? Okay. Okay

class, listen to Budi.

[00:09:21.02] Respondent 6: Frame, Budi (correcting pronunciation). Yes. Read,

Budi.

[00:09:45.28] Respondent 6: Or...yes.

[00:10:04.24] Respondent 6: Okay. Hmm...boy, I need girl. Pepi, okay.

[00:10:18.16] Respondent 6: Firstly...

[00:10:42.22] Respondent 6: Tape.

[00:11:13.09] Respondent 6: Okay, thank you Budi and Pepi. So, what does the

text tells us about? Anyone answer? Rita. You seems know the answer. Oh of

course. So please answer my question. What does the text tell us about?

[00:11:45.13] Respondent 6: What? What...the answer is what? What?


86

[00:11:55.29] Respondent 6: Hah?

[00:12:04.17] Respondent 6: Photo frame or hav..Happy Easter card? Okay.

Now. We still on activity one. So, activity one the passage...sorry, Pita? Tells us

about how to make our own photo frame. So the goal is making photo frame. So

make it by ourselves. And then, followed by the materials. So materials is list of

everything you need to make the goal. Yes. So in this case we need to colorful

papers, paint and blablabla...and then steps, steps are the sequence, instruction to

achieve the goal. So, this is the step to make the goal.

[00:13:20.06] Respondent 6: Mutiara why you come late? Aha. Ya. Again? Okay

you may sit.

[00:13:40.25] Respondent 6: This is for you, your handout. Ya. Okay. So, we...

We okay. Goal, materials and step we call as the generic structure of the

procedure text. And then, the conjunction the li...to link (unclear utterance) steps

to another steps we call as...and then the feature, the language features. After we

have transition word and then followed by sentence we call as...

[00:14:30.05] Respondent 6: Hallo class...hai...It seems like Helen only Helen in

my class. Yes, imperative. Ya right. So, today I have little bit quiz, not quiz

actually, I give some bonus...bonus for those who can answer my questions. I

have I have prepared five questions, so for those who know the answer please

raise your hand and I call your name then answer.

[00:15:09.01] Respondent 6: Are you ready, class? Ready? Ya. No. The first

question. Listen carefully. No...I haven't mention the question, Pita. Calm down.

The first. (unclear utterance). What is the generic structure of procedure text?

Mutiara the first. Ya. Later, later on.

[00:16:03.13] Respondent 6: Okay class, class. Repeat it Mutiara. Yes. Okay.

Mutiara is that all. Don't raise your hand again. Ya you got one bonus for your

mark. Okay the others. Number two. What is the purpose of procedure text? Okay

Ika.

[00:16:37.13] Respondent 6: No. Yes. Okay Ika great. Okay the third question.

Aa according to the passage, ya, based on the passage, how many steps are they?

How many steps?

[00:17:10.02] Respondent 6: Please raise your hand. Vita. Six? Okay. Six steps.

Great, Vita got one point. Question number four. Please mention all transition

words that you can find in the text. All. Yes, Bertha. Wait, wait, Bertha. Okay

class, listen to Bertha. Yes...yes...yes...ya...after...ya...yes. Six. Great. The last


87

number, the last question. Mention the examples of imperative sentence. Vita you

have answered (unclear utterance). Okay (unclear utterance), Bertha you

have...next turn.

[00:18:40.06] Respondent 6: Yes, great. So, I think...Eli and...Tunggul have you

finished what are you talking about? (unclear utterance). Ya we talk about

procedure, not now. Okay? So please pay attention to your friends. So class, thank

you (unclear utterance). Okay, please...I give you five minutes to answer activity

two. Activity two. Please do it individually. So you have five pictures and five

sentences, please match them correctly. Match. Okay, is it understood, class? You

may start.

[00:20:33.01] Respondent 6: Three more minutes, class. Three more minutes.

[00:21:00.19] Respondent 6: Are you finished, class? Have you finished?

[00:21:13.11] Respondent 6: Time is up. Okay. Time is up.

[00:21:25.14] Respondent 6: Okay, aa...can we discuss the answer? Okay so

please who wants to do answer number one? Asti, please answer number one. E?

What is the sentence?

[00:22:03.15] Respondent 6: Yes, you're correct. Okay then number two? Okay,

Niken you may...D?

[00:22:15.19] Respondent 6: Yes, great. And then number three? Deni, please.

Budi, do you know what is that?

[00:22:38.23] Respondent 6: Oh, great. Number four, please. Others? Others. Eli,

okay eli. Number four. Eli number four.

[00:22:56.03] Respondent 6: Yes Eli, C? What is that?

[00:23:08.23] Respondent 6: Okay, great. So number five please. Tunggul,

number five please. What is your answer? What? Yes, B.

[00:23:27.26] Respondent 6: Okay, great. So...(unclear utterance) who got zero

mistake? Great.

[00:23:46.23] Respondent 6: We, already have the answer, so I want you to read

all, from step number one until step number five. All, together. Make a

congratulation card and then read the steps, okay? Understood?

[00:24:09.07] Respondent 6: Completely. Understood. Okay. So..one two three.


88

[00:24:45.06] Respondent 6: Okay, second...fold...symmetrically...

[00:25:00.05] Respondent 6: Then...do the...

[00:25:11.14] Respondent 6: Then...finally add some decoration...

[00:25:31.14] Respondent 6: Okay...yes. So.. I think from our activity today, you

proof that you have already mastered about the procedure text.

[00:25:56.02] Respondent 6: I need some (unclear utterance), I still need aam a

proof again from...Eli. Eli? Can you mention the generic structure of procedure

text? Goal, material, step? Is it correct class? Yes. And then...what we call in

the..in procedure text the conjunction to connect one step to another? Transition

word. What Deni Pita, what? (unclear utterance) it is transition words.

Transiting? Connecting. Ya, so...that's...

[00:27:05.15] Respondent 6: Hopefully, after we have learnt about procedure

text, you are supposed to be able to give..give instruction in systematically...okay

class? Listen to me. So after, after learning procedure text you are supposed to be

able to give instruction in good order, systematically, not jumping. So...you see

transition words: next, after...yes, so...I think you're very good today. And I feel

no worry for ask to move to our activity, but the time is fly. So keep your energy

to have..for tomorrow, to write something into a good procedure text. So class,

thank you for today and I‟ll see you tomorrow.


89


[00:00:00.02] Respondent 7: Before we start our lesson today, let us pray. You

may begin.

[00:00:10.02] Respondent 7: Amen. So how are you today? It seems that not

everybody answer my question, how are you today?

[00:00:27.16] Respondent 7: I‟m very well, thank you. I'm very well, Pita. Yes.

Aaa do you still remember, what we learn last week? What we learn last week?

Do you still remember?

[00:00:46.27] Respondent 7: Family. Family. Whose family? Niken. Okay. And

who are the members?

[00:01:04.22] Respondent 7: Okay, right. And then aa in your handout, whose

family is it? Do you bring your handout?

[00:01:16.01] Respondent 7: Yes, Linda? Do you bring your handout? Whose

family is it?

[00:01:22.05] Respondent 7: Okay. So...tell us Linda whose family?

[00:01:30.12] Respondent 7: Padmono's. Like this?

[00:01:41.21] Respondent 7: Yes. Why is it capital? Because...title, great.

[00:01:54.16] Respondent 7: Ya here we are. This is Padmono's family. Helen,

would you like to mention the members of Padmono's family? Yes.

[00:02:13.12] Respondent 7: Yes...yes...yes...yes you're great. Your explanation

is very brief.

[00:02:36.12] Respondent 7: Sorry, how many children? Three? Three children.

Yes. Yes.

[00:03:00.10] Respondent 7: Ya...yes...everybody, please listen to Helen.

[00:03:16.29] Respondent 7: Yes. Great, excellent. Give applause to Helen. She

explain family's...Padmono's family very well. Now, I have a question for you.

Aaa what is, class...what is the relationship between Pa...wait a minute...it's not

my question. Between Padmo and Kinanti? Anybody knows? Raise your hand,

please. Sorry, Nico? No? Anybody?

[00:04:03.01] Respondent 7: Who is Padmo? And who is Kinanti? Or what is the

relationship between Padmo and Kinanti?


90

[00:04:13.13] Respondent 7: Yes, Vivi? Yes? Cousin? Mm'hmm...so Padmo...

[00:04:28.00] Respondent 7: Padmo is...yes, go on...Padmo is...Kinanti's cousin.

Cousin. Like this?

[00:04:51.10] Respondent 7: Cousin. Okay, so...why we have to put the

apostrophe here? Yes, Mutiara?

[00:05:12.24] Respondent 7: Go on, go on. Just (unclear utterance). Yes, great.

So today we will focus on the possessive noun, or the 's.

[00:05:40.13] Respondent 7: Bertha, would you read the definition?

[00:06:07.26] Respondent 7: Apostrophe. Yes. Do you understand? No? If not

that, please look at the examples first.

[00:06:25.27] Respondent 7: So Bertha, read the examples, please. Yes, and then.

So now, do you understand? What is the function of the possessive 's here? Yes,

you know? So...so for example, I have aaa...is it yours?

[00:07:00.25] Respondent 7: Okay. So this is Pipit's board marker. Class? Please

listen to me. Okay. This is Pipit's board marker. This board marker...belongs to

Pipit.

[00:07:31.18] Respondent 7: Ya, belongs. This belongs..ya great, Linda. So...so,

this...because it is aaa Pipit's board marker, and this board marker belongs to...?

Pipit ya. You know..you know what I mean? Yes? Everybody here confuse? Yes?

Do you understand? Yes? That's great.

[00:08:11.15] Respondent 7: Then if we relate it to the family, Padmono's family,

then here are the examples. For example, you may take a look your handout. If,

for example I ask you, who is Gun's daughter? The answer is...Mei. Great. And,

who is Sekar's husband? Pari. Great. So..okay so do you understand? Yes, great.

[00:09:01.11] Respondent 7: Now, I will distribute your work. Ya. Do you

remember that you did? Pepi, where is Pepi?

[00:09:26.02] Respondent 7: Yes.

[00:09:37.26] Respondent 7: Ruth? Ruth?

[00:09:44.21] Respondent 7: Lili Ela? Helen? Dita? Nino? (unclear utterance)


91

[00:10:05.28] Respondent 7: oh ya. Okay now class...I would like you to make a

group of three. And then, in your groups, tell your friends about your family.

Okay? Is it understood? You may start now.

[00:10:45.29] Respondent 7: (unclear utterance)

[00:12:34.02] Respondent 7: Have you done?

[00:14:06.01] Respondent 7: Order please. Have you finished telling your family

to your friends? Yes. Now, suppose that this is group one, group two, group three,

group four, group five and group six. And now, please join with the other group,

for example like group one with group two, group three with group four, and then

group five and group six. Now, aaa one of you will tell your friend's family to

your friends from the other group. Okay, same...example class, please listen to

me. For example Niken's group and Nino's group. Niken..Budi? Okay. Oh no, just

join. For example, Niken will tell about Dita's family to Nino's group. Yes. And

Nino will tell about Pipit's family to Niken's group. Do you know what I mean?

Yes?

[00:15:44.16] Respondent 7: For example, okay so...Nino aaa I will pretend as

Niken, for example, aaa Nino's father is a teacher. He works at school. Nino's

mother is a lawyer. She works in the court. Ya. Use the possessive 's, is it

understood? Yes? If yes, you may start now. But before that I will give you this

paper in order that you can write the information that you get from your friend.

[00:17:16.06] Respondent 7: You may start now. Yes, yes. Pita you will be with

(saying a name, unclear) group. (unclear utterance)

[00:17:32.12] Respondent 7: Budi's group and (saying a name, unclear) group.

Please start now.

[00:20:49.22] Respondent 7: Okay class, order please. Okay, now...

[00:21:04.17] Respondent 7: aa Beti? Okay. Aaa now please go back to your seat.

And I would like to invite some of you to tell about your friend's family. Okay?

Aaa I will choose Wefi, Hayu, aaa Sonia and Pipit. So the first one is Wefi.

[00:21:36.17] Respondent 7: Of your friends. Yes.

[00:21:42.20] Respondent 7: Please come in front, and tell your friends. Come in

front.

[00:22:27.07] Respondent 7: Please listen to Wefi.

[00:22:39.23] Respondent 7: Yes. Or you can say Mrs. Harry. Potter.


92

[00:22:47.22] Respondent 7: mm'hmm..yes.

[00:22:58.21] Respondent 7: Yes. Give applause to Wefi. So, what do you think

about Helga's family?

[00:23:09.05] Respondent 7: So it means great, okay. Aa..now the second, Hayu,

please come in front.

[00:23:30.23] Respondent 7: Where are you from, Hayu? Where are you from?

(unclear utterance). She comes from far far away. Now please tell about your

friend's family. Ssshh, order please.

[00:24:11.25] Respondent 7: Is that all? Is that all? Yes great. Give applause. And

then Sonia.

[00:25:11.18] Respondent 7: Thank you. Great. Aa so..aa who are the parents of

Lily Allen? Gerard? Okay Gerard Butler. For example, if your father's name

is...Butler, yes correct. You can say Mr. Butler and Mrs. Butler. Yes. So if Gerard

Butler marries aaa Ms. Lexy...just say Ms. Lexy not Mrs. Lexy. But you can say

Mrs. Butler. Is it understood? Anyway that's great. And now...aaa it's time for

Pipit.

[00:27:48.27] Respondent 7: You're welcome. Great. So class, what have you

learnt today? No, another. Another else. Yes? Yes. Possessive and then...ap..yes.

It's not the same. What else? How about your...class? Like nephew, cousin, aunt,

(unclear utterance). Yes. Family member. So..I do hope that all of you will be able

to tell your friends about your family and mention the members of your family.

And don't forget to use possessive 's, apostrophe, if you want to...

[00:28:57.17] Respondent 7: Yes. Great. That's all for today. Any question? No.

If no then...thank you very much...no unfortunately no. Yes. Thank you very

much and...bye-bye, see you next week.


93


[00:00:01.22] Respondent 8: How are you today? I'm fine too, thank you. Did

you sleep well last night?

[00:00:13.15] Respondent 8: No, why? So are you tired today? Not really. Okay

before we start our lesson today, please have a moment of silent first. Hallo...and

pray for a moment. Okay? You may begin. Amen. Thank you. Okay, so did you

still remember our last lesson?

[00:00:49.10] Respondent 8: Yes? What is it? Invitement, Nico? Announcement,

yes, you are right Bertha. So what did you learn last week? Hallo class? Listening

announcement. Okay, really? Did you still remember what kind of announcement

that you listen last week?

[00:01:10.12] Respondent 8: About the camping? Okay. Anything else? Ya, the

same. Commemorate for...yes you're right. And then the last, the last listening? It

talk about..?About the..? Yes. Yes. And you still remember, hallo class...did you

still remember wha..ee what game that we play? The last game? The first event,

the first announcement? Blablabla training. Training what? Leadership training.

And the second...about? Place for smoking. And the last? Okay, ya. So, well today

we are going to discuss the same thing about announcement, but you are amm not

going to listen again, but you will produce how to make announcement. Have you

ever write any announcement before or make any announcement before?

[00:02:28.08] Respondent 8: No? How about the others? Well..homework. Okay.

At the school, yes. In your home, for your amm youth? Youth organization? No?

Oh, sekolah minggu (speaking in Bahasa). Okay, okay. So yes, you are right...that

today we are going to..dis..still discuss about announcement, but because I heard

that last night you did not sleep very well, so how about play some game? So

imagine that we are in aa announcement competition, okay? Are you ready?

[00:03:20.03] Respondent 8: So, first of all I will introduce this man. Do you

know him? Do you know him?

[00:03:31.18] Respondent 8: Okay, the first thing, he is the best player, football

player, this year. Messi, ya. Where does he...where does he come from?

[00:03:47.04] Respondent 8: And where does he play right now? Barcelona. But,

unfortunately he is not the Li..Lionel Messi who twenty three years old, it is

Lionel Messi when he was fourteen years old. Did you know that he is the head of

student organization in his school? No? You don't know that? Okay, but let's


94

imagine that Lionel Messi needs your help. Help Messi, this game called Help

Messi, okay? So he is kind of confused how to make aa announce simple

announcement to inform something. So the rule is like this, I will divide you into

three group. Maybe Eli up to Vita, Nana will be the the first group, and then Ita

until Indah will be the second group, and Astin to Ika will be the third group.

Okay, have you known you group, class? Yes? Okay, the second rule. Hallo

Mutiara..hallo? Okay the second rule, after you...Vita can I have your attention?

Okay the second rule. I will provide, I will give you a slide about announcement.

But please, on thirty second, please read it and try to memorize it, because later on

I will ask one of the representative of your group to write in front, in the

whiteboard. Is it understood? Should I repeat it?

[00:05:42.15] Respondent 8: No? Are you sure? Okay, once again. I will give

you a very aa short announcement and you please read it in thirty second and try

to memorize it with your group mate. Then one of you will write it in front of the

class and please, the winner will be aa the one, the group who can have the same

with the announcement I given. Okay? I have a prize for you. Are you ready? Can

we start the competition today? Really? Are you ready class? Okay, I will start

from now, thirty second, okay? Start from now.

[00:06:36.05] Respondent 8: Try to read and memorize it.

[00:07:01.05] Respondent 8:

Ten...nine...eight...seven...six...five...four...three...two...one. Can you memorize it?

Really? Do you want to read it again? Do you want to read again? Okay. Once

again, in thirty second. No writing please. Only read and try to..to get the point.

Did you still remember? When...event...try to use that, okay? Three, two, one.

[00:08:06.20] Respondent 8:

Ten...nine...eight...seven...six...five...four...three...two...one. Okay. Aa one

representative, one people to write in front. Group one, third group, second

group...

[00:08:58.09] Respondent 8: The group, please help your friend.

[00:09:06.25] Respondent 8: Tunggul, what's wrong? What's wrong, Tunggul?

[00:09:30.12] Respondent 8: Please the complete one. Try to complete one.

Okay, Nana is the leader. Nana lead again. How about the other?

[00:10:17.17] Respondent 8: Okay. Well only help your friend in group. Okay?

[00:10:33.04] Respondent 8: You can come in front, if you like. Okay.


95

[00:11:24.29] Respondent 8: Okay, good job. Are you sure (unclear utterance).

Thank you. Yes?

[00:11:39.20] Respondent 8: Ya please, write it clearlier, okay? Give, give aa

applause to your friend, class.

[00:11:54.14] Respondent 8: Are you sure? Okay. Can we discuss it class?

Hallo..? Can we discuss it? Do you want to add something? No? Okay, let's find

it...the students association. Aa students gathering. Yes it is right. Or..fifth august?

At the hall. Okay. Oh..for information please contact..okay good. This one, where

is the place, students? Hall, okay? And the time..? Who make the announcement?

Right. Okay good job. And let's see the Lin...group two.

[00:13:07.14] Respondent 8: Where is the time? Okay, great. Yes. The hall, good.

Students association. Good job, too. And the third group. The hall? August

fifteen, good. The place, good. And then who..this one? The event. Yes, good job.

So, which one? Oh ya, you're right. So what do you think, class? The or without

the?

[00:13:50.25] Respondent 8: Without the? Without the? I'm so sorry group three.

Without the. Okay. So, who is the winner do you think guys?

[00:14:02.07] Respondent 8: Group two? Group three? Okay, amm well, I think

because you have done very best...I will give you this prize, so please group one

and group two come in front to (unclear utterance).

[00:14:37.05] Respondent 8: Wait for your friend. Come on.

[00:14:50.04] Respondent 8: Oh iya. Oh iya. Oh iya you're right. Okay, I think

group three please come in front. Aa ya.

[00:15:16.29] Respondent 8: Class, silent please. Okay, that's okay because you

(unclear utterance) very well, this..this prize I give to the three group and

please...please share it with your other classmates, okay? Thank you. Give

applause..give applause to your friends. Later on, Vita, after the class. Vita, could

you open it after the class? After the class, Vita. Okay, thank you.

[00:16:06.11] Respondent 8: That's okay. That's okay. Well, amm I‟m also have

the handout. Please help me to give it to your friend. No eating in the class, okay?

Please give it to your friend.

[00:16:42.00] Respondent 8: Thank you, Nana. Okay so you have learnt about

parts of announcement text. Thank you.


96

[00:17:05.18] Respondent 8: So, for your additional information not only the

event, not only the time, not only the person who invite..do you can tell me what

kind aa if you want to write announcement text, what part of announcemet

announcement text that you need to write? Mei-mei..? Could you help me what

part of announcement text..part of announcement text if you want to write

announcement text? Okay..good job. Aam Ika, could you tell me...could you listen

to Mei-mei said? Yes? Okay, so..you have helped Messi to write his

announcement aa text so please let's go to the part C, Let's Write.

[00:18:14.17] Respondent 8: Could you see in the box? Ika..Vita..you can throw

the garbage, throw the garbage. Okay. Okay Let's Write. Hallo Mutiara..could you

write the instruction in the Part C? Would you wri..would you mind to reading the

Part C?

[00:18:58.12] Respondent 8: Please continue.

[00:19:11.04] Respondent 8: Curricular. (correcting mispronunciation).

Extracurricular. Yes.

[00:19:19.09] Respondent 8: Okay so..pretend students that you are a chairperson

of student association. So I have give some random information. Try to read it

first, when I give you the worksheet, okay? Try to imagine. Is it understood?

Really? Any question first so far? No?

[00:20:15.26] Respondent 8: Any left over? Okay.

[00:20:47.19] Respondent 8: So all you watched the play performance? Oh..so it

was nice?

[00:21:02.11] Respondent 8: Do you want to have play performance again? Are

you sure? Are you sure?

[00:21:23.25] Respondent 8: Just try to focus to, to the worksheet and try to make

a simple announcement. Focus. Focus.

[00:22:00.01] Respondent 8: Nana, focus to your worksheet.

[00:22:18.19] Respondent 8: Don't forget to put your name, students. Your name

and your students number.

[00:22:59.00] Respondent 8: Is it difficult for you? No? Okay please work by

yourself.

[00:23:38.14] Respondent 8: Working by yourself, Nana..Tunggul. Oh young

generation. I like it.


97

[00:23:54.21] Respondent 8: Ika, please (unclear utterance). Come on, work it by

yourself.

[00:24:49.19] Respondent 8: Have you finished? No? Good job.

[00:25:06.07] Respondent 8: Nana, have you done?

[00:25:39.22] Respondent 8: Two minutes again, students.

[00:25:50.29] Respondent 8: If you have finished you can submit it to me. Okay.

Please check it first. Okay.

[00:26:17.13] Respondent 8: One minute again.

[00:26:36.14] Respondent 8: Good job, okay.

[00:27:05.11] Respondent 8: Is it difficult for you, Nico? Really? Have you ever

make any announcement before? Not yet? (unclear utterance). You can ask Linda

next time.

[00:27:53.00] Respondent 8: Have you done, Nana? Not yet?

[00:28:04.05] Respondent 8: Have you done?

[00:28:26.04] Respondent 8: Have you done? Not yet? Okay, (unclear utterance)

please submit it to me. Nico, Nana, Eli. Thank you, Eli. Nana, Nico?

[00:29:09.21] Respondent 8: Nico, please submit it. Thank you. Okay. Hallo

class. What did we learn today? Aam so...wha..okay if someday someone ask you

to write announcement, would you do that? Ya, and if you heard announcement in

school, could you id...know when the event,....really? Okay, thank you for today,

class. But before we close our lesson today let's pray. Okay.

[00:30:03.02] Respondent 8: thank you. Bye-bye.


98

Appendix 3

QUESTIONNAIRE

AND TEST


99

This is a questionnaire of the use of English prepositions in teaching practice. I

would need your help to share your experiences about it. Greatest gratitude

goes to all of you for being an essential part of my research and thesis.

Cheers.

Name : ____________________

Phone : ____________________ (will not be published)

Part 1.

1. What do you know about prepositions?

a. Words that link a sentence to other sentence.

b. Words that show association between noun/pronoun and other word

in a sentence.

c. Words/phrases that connect one idea to other idea.

d. Words that link words, phrases, and clauses.

e. Words which show strong feeling or emotions.

2. In your understanding, how many English prepositions exist in English

discourse?

a. Less than 10

b. More than 10 and less than 20

c. More than 20 and less than 60

d. More than 60 and less than 100

e. More than 100

3. Problem(s) encountered in using prepositions in your teaching practice

(Microteaching course).

No. Statement Yes No

1. I added a preposition in a sentence that doesn’t need preposition.

2. I used the wrong prepositions.

3. I didn’t use a preposition when there should be a preposition in that sentence.


100

4. Cause(s) you make mistakes in using prepositions (in this case, during

your teaching practice)


1. I was nervous.

2. I directly translated my mother-tongue prepositions to English.

3. I did not know what preposition(s) to use.

4. I forgot what preposition(s) to use.

5. I imitated other people.

6. I didn’t care about what preposition(s) to use.

5. Which preposition(s) do you think is/are often confusing to use? Why?

(you may choose more than 1 options)

a. Prepositions of time

b. Prepositions of place

c. Prepositions of manner

d. Prepositions of quantity

e. Prepositions of state

f. Prepositions of purpose

Your reason:

_________________________________________________________

_________________________________________________________

_________________________________________________________

4. The word after a preposition was not in the form of gerund.

5. I was confused to use the proper prepositions.


101

Part 2. Please choose the best answers based on your understanding.

1. Let us …………. this chapter.

a. discuss about

b. discuss on

c. discuss at

d. discuss (doesn’t need preposition)

2. Did all …………… you come here last night?

a. of

b. among

c. by

d. (doesn’t need preposition)

3. She ………… her friend in the campaign.

a. joins at

b. joins to

c. joins with

d. joins (doesn’t need preposition)

4. I’d like to ask one ……………….. representative to present the result.

a. of the

b. among the

c. from the


5. ‘Prepositions’ was the material ………… the previous meeting.

a. in

b. on

c. for


6. It’s better to use ‘may’ ……… ‘can’.

a. instead

b. instead from

c. instead of

d. instead to

7. Please ………… your group.

a. gather with

b. gather to

c. gather by

d. gather from

8. That car is ……. mine.

a. similar with

b. similar from

c. similar to

d. similar as

9. My father is good ………. repairing electronics.

a. at

b. on

c. of

d. in


102

10. He …….. the teacher about the problem.

a. asked at

b. asked to

c. asked from

d. asked (doesn’t need preposition)


103

Appendix 4

RAW DATA OF THE

QUESTIONNAIRE

AND TEST


104

Part 1.

1. What do you know about prepositions?

a. Words that link a sentence to other sentence. (0)

b. Words that show association between noun/pronoun and other word

in a sentence. (4)

c. Words/phrases that connect one idea to other idea. (0)

d. Words that link words, phrases, and clauses. (4)

e. Words which show strong feeling or emotions. (0)

2. In your understanding, how many English prepositions exist in English

discourse?

a. Less than 10 (3)

b. More than 10 and less than 20 (2)

c. More than 20 and less than 60 (1)

d. More than 60 and less than 100 (1)

e. More than 100 (1)

3. Problem(s) encountered in using prepositions in your teaching practice

(Microteaching course).


1. I added a preposition in a sentence that doesn’t need preposition.

5 3

2. I used the wrong prepositions. 6 2

3. I didn’t use a preposition when there should be a preposition in that sentence.

4 4

4. The word after a preposition was not in the form of gerund.

1 7

5. I was confused to use the proper prepositions. 7 1


105

4. Cause(s) you make mistakes in using prepositions (in this case, during

your teaching practice)


1. I was nervous. 4 4

2. I directly translated my mother-tongue prepositions to English.5

3 5

3. I did not know what preposition(s) to use. 5 3

4. I forgot what preposition(s) to use. 8 0

5. I imitated other people. 3 5

6. I didn’t care about what preposition(s) to use. 2 6

5. Which preposition(s) do you think is/are often confusing to use? Why?

(you may choose more than 1 options)

a. Prepositions of time (1)

b. Prepositions of place (3)

c. Prepositions of manner (1)

d. Prepositions of quantity (3)

e. Prepositions of state (4)

f. Prepositions of purpose (0)

Your reason:

________________________________________________________

________________________________________________________

________________________________________________________


106

Part 2

1. Let us (discuss) this chapter.

a. Discuss about (5)

b. Discuss on (0)

c. Discuss at (0)

d. Discuss (doesn’t need preposition) (3)

2. Did all (of) you come here last night?

a. Of (8)

b. Among (0)

c. By (0)

d. (doesn’t need preposition) (0)

3. She (joins) her friend in the campaign.

a. Joins at (0)

b. Joins to (1)

c. Joins with (0)

d. Joins (doesn’t need preposition) (7)

4. I’d like to ask one (-) representative to present the result.

a. Of the (2)

b. Among the (0)

c. From the (0)


* No answer: (1)

5. ‘Prepositions’ was the material (in) the previous meeting.

a. In (5)

b. On (2)

c. For (0)


* No answer: (1)


107

6. It’s better to use ‘may’ (instead of) ‘can’.

a. Instead (doesn’t need preposition) (0)

b. Instead from (0)

c. Instead of (7)

d. Instead to (1)

7. Please (gather with) your group.

a. Gather with (7)

b. Gather to (1)

c. Gather by (0)

d. Gather from (0)

8. That car is (similar to) mine.

a. Similar with (2)

b. Similar from (0)

c. Similar to (5)

d. Similar as (1)

9. My father is good (at) repairing electronics.

a. At (4)

b. On (1)

c. Of (0)

d. In (3)

10. He (asked) the teacher about the problem.

a. Asked at (0)

b. Asked to (2)

c. Asked from (0)

d. Asked (doesn’t need preposition) (6)

* Numbers in parentheses and highlighted are the correct answers and/or

the number of the respondents answering the options.


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