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
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
ii
AN ERROR ANALYSIS ON STUDENTS’ USE
OF PREPOSITIONS IN TEACHING PRACTICE
By
Yohanes Widi Abirama Putra
Student Number: 081214099
Approved by
Advisor Date
Drs. Barli Bram, M.Ed., Ph.D. March 21, 2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
AN ERROR ANALYSIS ON STUDENTS’ USE
OF PREPOSITIONS IN TEACHING PRACTICE
By
YOHANES WIDI ABIRAMA PUTRA
Student Number: 081214099
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
No matter what people say,
I am what I am.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Yohanes Widi Abirama Putra
081214099
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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:
AN ERROR ANALYSIS ON STUDENTS’ USE
OF PREPOSITIONS IN TEACHING PRACTICE
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,
Yohanes Widi Abirama Putra
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
Yohanes Widi Abirama Putra
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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‟.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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, ya. Come in front (a)
, 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
No. Speaker Expressions Categories
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.
Please come in front (a)
, and tell your
friends. Come in front (b)
.
a. Using the wrong preposition
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
No. Speaker Expressions Categories
30,
31,
32.
Respondent
8
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)
.
a. Using the wrong preposition
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,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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, ya. Come in front (a)
, 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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
No. Expressions Correct forms
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 ….
17. Can you give me example aa some transition
words..words?
Can you give me example of some
transition words?
18. Last meeting we have learnt listening and
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.
21. And I feel no worry for ask to move to our
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,
…
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
No. Expressions Correct forms
24,
25.
Please come in front (a)
, 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.
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)
.
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
Question Statement ∑ of
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
There are more than 20 and less
than 60 English prepositions. 1 12.5
There are more than 60 and less
than 100 English prepositions. 1 12.5
There are more than 100 English
prepositions. 1 12.5
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
prepositions. 7 87.5
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
Question Statement ∑ of
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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, ya. Come in front (a)
, 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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
No. Expressions Kind of preposition
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)
17. Can you give me example aa some transition
words..words? State
18. Last meeting we have learnt listening and
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)
21. And I feel no worry for ask to move to our
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.
Please come in front (a)
, and tell your friends.
Come in front (b)
.
a. Place
b. Place
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
No. Expressions Kind of preposition
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.
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)
.
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
REFERENCES
Ahmad, S. (n. d.). Qualities of a good teacher. Retrieved February 4, 2013, from
http://www.prime.edu.pk/articles/Qualities oif a good teacher Prof Siraj
esq.doc
Allen, D. & Ryan, K. (1969). Microteaching. Menlo Park, CA: Addison-Weasley
Publishing Company.
Allen, D. W. & Wang, W. (n. d.). Microteaching - the new microteaching:
simplified, variants of microteaching, microteaching models of teaching
skills, microteaching courses. Retrieved January 30, 2013, from
http://education.stateuniversity.com/pages/2227/Microteaching.html Andrew, R. (2005). Teaching and learning English: A guide to recent research
and its applications. London and New York: Continuum.
Anonymous. (2011). Excellent teachers as inspiring example. Retrieved February
11, 2013, from
http://www.onderwijsraad.nl/english/publications/2011/excellent-
teachers-as-inspiring-examples/item4409
Ary, D., Jacobs, L. C., & Razavieh, A. (2002). Introduction to research in
education (6th
ed.). Belmonth, CA: Wadsworth.
Baker, M. C. (2008). The syntax of agreement and concord. Cambridge:
Cambridge University Press.
Batko, A. (2004). When bad grammar happened to good people: How to avoid
common errors in English (Edward Rosenheim, Ed.). New Jersey: Career
Press.
Brown, B. (2002). Prepositions. Victoria, TX: Academic Center, University of
Houston-Victoria.
Brown, H. D. (2004). Language assessment: Principles and classroom practices.
Longman: New York.
Burt, A. (2004). Quick solutions to common errors in English. Oxford: How To
Content.
Cambridge dictionaries online. Retrieved from http://dictionary.cambridge.org/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
Dr. Murray and Rockowitz, A. C. (1999). Prepositions: Definition and usage.
Retrieved from http://rwc.hunter.cuny.edu/reading-writing/on-line/prep-
def.html
Ellis, R. (2003). Second language acquisition. Oxford: Oxford University Press.
Essberger, J. (2009). English prepositions list. Cambridge: EnglishClub.com
Fitikides, T. J. (2002). Common mistakes in English. Harlow, Essex: Longman.
Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in
education (7th
ed.). Boston: McGraw-Hill Higher Education.
Hendricks, M. (2010). Consciousness-raising and prepositions. English Teaching
Forum, 48(2), 24-29.
Kanobi, B. (n. d.). Objectives for lessons on prepositions. Retrieved January 31,
2013, from http://www.ehow.com/info_10031765_objectives-lessons-
prepositions.html
Kyriacou, C. (2009). Effective teaching in schools. Cheltenham: Nelson Thornes
Ltd.
Lall, U. P. (2011). Understanding the English prepositions and conjunctions:
Reference book 4. Bloomington, IN: Palibrio.
Norrish, J. (1983). Language learners and their errors. London: Macmillan Press
London.
Oxford advanced learner’s dictionary (online). Retrieved from
http://oald8.oxfordlearnersdictionaries.com/
Prasetyo, Ag. H., Herawati, H., Prihatin, P. N., Budiraharjo, M., and Adji., G. P.
(2007). Panduan akademik (edisi 5). Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Purpura, J. E. (2004). Assessing grammar. Cambridge: Cambridge University
Press.
Richards, J. C. & Sampson, G. P. (1974). The study of learner English, in J. C.
Richards (ed.) Error analysis: Perspectives on second language
acquisition. London: Longman.
Spencer, P. (2011). Surviving your teaching practice. Berkshire: Open University
Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
Stillman, A. (1997). Grammatically correct: The writer’s essential guide to
punctuation, spelling, style, usage and grammar. Cincinnati, OH:
Writer‟s Digest Books.
Stones, E. & Morris, S. (1977). Teaching practice: problems and perspectives.
London: Methuen & Co., Ltd.
Turton, N. D. & Heaton, J. B. (1996). Longman dictionary of common errors.
Harlow, Essex: Longman.
Wallace, M. J. (2010). Action research for language teachers. Cambridge:
Cambridge University Press.
Willis, D. (2009). Rules, patterns and words: Grammar and lexis in language
teaching. Cambridge: Cambridge University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
Appendix 1
COVERING LETTER
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
Appendix 2
VIDEO TRANSCRIPTIONS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
(teacher is moving around)
[00:18:09.09] Respondent 1: Have you finished?
[00:18:45.02] Respondent 1: Have you finished?
[00:19:00.16] 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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
[00:34:25.00] Respondent 1: 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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
Speech transcription of Respondent 2
[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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
(unclear utterance).
[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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Speech transcription of Respondent 4
[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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
[00:19:04.25] Respondent 5: Okay. What kind of expression? And then...
(unclear utterance).
[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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Speech transcription of Respondent 6
[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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
Speech transcription of Respondent 7
[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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
Speech transcription of Respondent 8
[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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
Appendix 3
QUESTIONNAIRE
AND TEST
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
4. Cause(s) you make mistakes in using prepositions (in this case, during
your teaching practice)
No. Statement Yes No
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
d. (doesn’t need preposition)
5. ‘Prepositions’ was the material ………… the previous meeting.
a. in
b. on
c. for
d. (doesn’t need preposition)
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
10. He …….. the teacher about the problem.
a. asked at
b. asked to
c. asked from
d. asked (doesn’t need preposition)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
Appendix 4
RAW DATA OF THE
QUESTIONNAIRE
AND TEST
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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).
No. Statement Yes No
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
4. Cause(s) you make mistakes in using prepositions (in this case, during
your teaching practice)
No. Statement Yes No
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:
________________________________________________________
________________________________________________________
________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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)
d. (doesn’t need preposition) (5)
* No answer: (1)
5. ‘Prepositions’ was the material (in) the previous meeting.
a. In (5)
b. On (2)
c. For (0)
d. (doesn’t need preposition) (0)
* No answer: (1)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI