A Study on the Common Errors of Grade 11 Students on the Use of Prepositions

PREPARED BY:

PAGGAO, Janet C.
PARCHAMENTO, Ruby Jane D.
TUPPAL, Analiza
 ABSTRACT

Preposition is very important in the realm of English as the international language where
both native and second speakers use it effectively in the field of academics, businesses, and
conferences. Through the use of preposition, words, phrases, clauses, and sentences are
connected and they can express single idea as they are interrelated to each other.
In spite of what preposition can offer to the students, problems arise on its proper usage.
Students became confused on how to use it properly and it became a worldwide problem among
learners of both ESL and EFL.
Thus, the researchers aimed to conduct a study aiming to detect the errors of Grade 11 in
using the said content words. This problem about preposition had been an incurable error of the
students as it doesn’t have any rule or condition that may perhaps assist the students in using as it
properly as stated by Özışık (2014).
Moreover, the researchers conducted this study to present the common mistakes of the
senior high school Grade 11 students on the use of preposition. As well, this study will provide
the specific errors of the students on the specific kinds of preposition that would make the future
researcher easily identify the students’ common errors. This study would be beneficial for the
future researchers who will be aiming to develop a tool to give solution on the problem regarding
preposition.
 CH APTER I
PROBLEM AND ITS BACKGROUND
INTRODUCTION
Prepositions made each word in English form a unit of idea. In general, people are able to
easily detect the location of a thing being referred to through the use of prepositions. Despite the
challenging function of preposition to both native speakers and second speakers of the English
language, errors on the use of preposition arise.
As these errors arise, it brings difficulty to the students to identify what are the
appropriate prepositions to be used in different context. According to Loke and Anthony (2013),
preposition usage is one of the most challenging aspects of English grammar for learners to
master, and Swan (1988) also asserts that it is not an easy task to learn to use prepositions
correctly in a foreign language. Castro, M.C.S.A. (2013) defines prepositions as words that show
the relationship between two words in a sentence. These relationships involve those of time,
position, direction, and various degrees of mental and emotional states.
One of the reasons why do students commit error on the use of preposition is the absence
of rules and conditions. Özışık (2014) states that there are no specific rules regarding the usage
of prepositions, and this creates problems for both teachers and learners. Many course books just
have a general overview of prepositions and do not pro- vide specific rules to facilitate the
acquisition of preposition properly. Thus, through this condition, students tend to commit errors
when using prepositions without any basis than to refer on the context of the statement.
Furthermore, students often got confused on the semantics of each statement if misused of
preposition is present.
Learners got confused due to the nature of preposition itself. Because of its availability to
be used such as “in the room” can be replaced into “on the room”, “on this day” into “at this
day” , “under the table” into “in the table”. The polysemous nature of prepositions makes the
task of mastering rather difficult. A preposition might bear multiple meanings depending on the
given context, and similarly some verbs might require an obligatory preposition. However,
students fail to notice this rule, and they learn verbs by ignoring the idea that they may require a
specific follow- up preposition (French, 1961: 274-277).
 Different prepositional systems in different languages may cause confusion while
choosing the correct preposition. Learners cannot depend on the knowledge of prepositions from
their native language (Catalán, 1996: 171-187). In this regard, Lam (2009) states that the false
assumptions of semantic equivalence between the first and second languages may induce
prepositional errors. In some cases, the native language of the learner is another factor that may
drive them to commit propositional errors.
Moreover, above all the factors detected as one of the reasons of prepositional errors, the
researchers aim not to provide solution for these errors but to present the common errors of
Grade 11 students regarding prepositions. The success of the study will give the future
researchers an idea to form a pedagogical tool giving solution to the existing problem of the
students.
Significance of the Study
To Students. This study will be beneficial to the students because it will help them to understand
the proper usage of preposition.
To Teachers. This study will serve as a basis in correcting the common errors of students in
using preposition.
To Administrators. This study will be beneficial for the administrators in developing strategies
to help students to use preposition properly.
To Future Researchers. This study will serve as a basis for the future researchers if they will
conduct a study the same as ours.
Statement of the Problem
This study was conducted to detect the common errors of Grade 11 in using propositions.
Specifically, this study will answer the following questions:
1. What are the common errors of the Grade 11 students on the use of preposition?
2. In what particular kind of preposition did the students frequently commit errors?
3. What are the factors that affect students in committing prepositional errors?
Scope and Delimitation of the Study
This study will be covering prepositions from the eight parts of speech. The study
focuses on prepositions only.
Definition of Terms
The following terms are words that the readers may encounter as they read this
study. These definitions were defined operationally for a better understanding of the study.

Errors. An act where the students committed violation on the usage of preposition.

Grade 11. These are senior high school students on the 11th grade.

Preposition. One of the content words in function words where it usually indicates time, place,

location, and direction.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will cover the literature and related studies which will give a wider
explanation and understanding about the researchers study entitled, “The Common Errors of
Grade 11 Students in Using Prepositions.”

The use of prepositions is one of the weaknesses of the students nowadays. Many of them
committed errors particularly in preposition of time, place, and direction. One underlying reason
of it is the inability of the students to understand the context because they do not know what
prepositions to use (Cabuk, 2009). Another reason of it is that the learners find difficulty in the
use of space prepositions due to the influence of their native and target languages (Abdulkarim,
2008). Not sufficient practice causes the students to misuse the prepositions.

As stated by Lindstromberg (2010), prepositions are categorized into three: prepositions

of place, of directions, (or motion movement) and of time. These prepositions challenge the
learners as well as the teachers of English because of its nature. It seems quite confusing because
of the situation and condition. Particularly, the students have difficulty in using prepositions in
sentences and it is really bothersome. Besides , each of these prepositions has various meanings
and usages that make the learning process equally difficult.

Reef (2005) look into the errors of the students to find out whether the errors were closely
related to poor teaching or the hindrance of the first language. The result is that the students
could not differentiate the difference between the three categories of prepositions. Kim (2001)
examined the mistakes in the use of English prepositions and he used the Malay students as his
respondents. The objective of the study was to identify the prepositional errors and to find out
the causes for the occurrence of these errors. The researcher suggested that the methods and
strategies of teaching English prepositions could play a vital role in facilitating the earning and
understanding of prepositions.

Committing prepositional errors would be a beneficial process in disguise because the

students will be given a chance to identify their own errors and improve themselves in mastering
the usage of the content word. Hermet and Desilets (2009) assert that preposition choice
accounted for 17.2% of all errors. However, according to Corder (1967), errors are not only
unavoidable but also very important to observe improvement, so most of the errors are coined as
developmental errors. Corder (1967) supplements that errors are critical to investigate how
languages are learned and acquired and what strategies or procedures a learner is employing in
the discovery of language.

Prepositions are quit confusing for they bear not only one sided meaning but dual
meaning basing from the context of the statement. Difficulty in distinguishing the meaning of
each statement may bring confusion. As being stated by Di Celce-Murcia and Larsen-Freeman
(1999:401) contend that prepositions are generally difficult for language learners who learn
English as a second or foreign language (ESL/EFL). Likewise, Boers and Demecheleer
(1998:197) argue that prepositions are difficult to master for ESL/EFL learners because they
have literal as well as figurative meanings.

Errors on preposition became frequent occurring phenomena as detected by some of the

researchers. Prepositional errors frequently made the students confused as they engaged
themselves in English language. Holtzknecht and Smithies (1980) conducted an error analysis
on the English texts of 451 Pacific Islander students. They found that the prepositional errors
were frequent. Besides that, the influence of the mother tongue on the students' pronunciation of
English as well as the lack of proofreading or carelessness also caused the majority of the errors.
 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. Cloze Test 1. The researchers will float 1. Common errors of

questionnaire (Cloze Test) the Grade 11 on the use
2. 30 Respondents of prepositions.
2. The researchers will
2. Prepositions where
check the answers of each the students frequently
respondent. misused.

3. Factors affecting the

3. The researchers will
students on committing
analyze the result of the errors on the use of
prepositions.
Cloze Test.

4. The researchers will make

a tally of the results.

5. The researchers will

interpret the result.

-----------------------------------------------
FEEDBACK MECHANISM --------------------

The conceptual above depicts the whole process on how the researchers would possibly
attain the objectives of the study. The input depicts the research instrument, the process will be
the methodologies to be conducted, and the output will be the possible outcome of the study.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the design of the research which the researchers used in crafting the
study. It also presents the instrument used by the researchers to attain the objectives of the study.
It also includes the respondents of the study which the researchers think suits with the
formulation of the problem and it also contains all the procedures the researchers undertook to
meet the purpose of the study.

RESEARCH DESIGN

The researchers used qualitative descriptive research since the study aims to describe the
common errors of the Grade 11 student on the use of preposition and it focuses on the common
errors of the Grade 11 students in using prepositions. The researchers will identify first the errors
of the students in using preposition and describe the factors which affect the students to misuse
the proper prepositions.

RESEARCH INSTRUMENT

To fulfill the objectives of this study, the researchers used Cloze Test in the form of
objective test (multiple choice test) wherein the students will fill in the blank in each item with
the correct prepositions. The aim of the said Cloze Test is to help the testees comprehend the
given statements for them to fill in the blanks with the proper preposition. In identifying the
common errors of the students in using prepositions, the researchers make a table categorizing
the different kinds of prepositions. After which, the researchers counted and list all the errors
according to their category and input those in the table provided. However, in identifying the
errors which students frequently committed, the researchers counted all the errors per category
and chose the largest number of errors from a certain category. Follow up questions are also
included below the given item number for the researchers to detect the factors that frequently
affect the students in misusing preposition.
RESPONDENTS OF THE STUDY

The respondents of the study are 30 Grade 11 students from Reina Mercedes Vocational
and Industrial School, Naguilian National High School and School of Saint Joseph.

DATA GATHERING PROCEDURE

The researchers made used of a cloze test which was based from the ESL International
Quiz After formulating the cloze test, the researchers float it to the 30 Grade 11 students who are
studying at Reina Mercedes Vocational and Industrial School, Naguilian National High School
and School of Saint Joseph. After administering the test, the researchers analyzed and
categorized the data according to the objectives which are being presented in the study.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

PRESENTATION OF DATA

The common errors of the Grade 11 students on the use of preposition are: INCORRECT:
During summer holidays, many boys and girls like to go to the country with their teachers.
INCORRECT: The train stopped in all the station and long before we got to London every seat
was taken and people were standing at the corridor. INCORRECT: The girl saw a beautiful
garden at the end of the corridor with red flowers on it. INCORRECT: There is the place for 6
stamps on each page of Nick’s stamp book. INCORRECT: There is something very attractive
with him. INCORRECT: At night when there are no clouds at the sky, you can see many stars.
INCORRECT: In England, the cars go to the left side. INCORRECT: They put down
illuminations near front all buildings. INCORRECT: He’s got a very good head over his
shoulders. INCORRECT: By what time will you arrive? I don’t know. It depends with the traffic.
The kind of preposition did the students frequently commit errors are: Preposition of time and
preposition of location. The factors that affect students in committing prepositional errors are the
following: low comprehension skill, confusion, and distinction of the different preposition.

ANALYSIS AND INTERPRETATION OF DATA

COMMON ERRORS

1. INCORRECT: During summer holidays, many boys and girls like to go to the country with
their teachers.

CORRECT: During summer holidays, many boys and girls like to go to the country by their
teachers.

2. INCORRECT: The train stopped in all the station and long before we got to London every
seat was taken and people were standing at the corridor.

CORRECT: The train stopped at all the station and long before we got to London every seat
was taken and people were standing in the corridor.

3. INCORRECT: The girl saw a beautiful garden at the end of the corridor with red flowers on
it.

CORRECT The girl saw a beautiful garden at the end of the corridor with red flowers in it.

4. INCORRECT: There is the place for 6 stamps on each page of Nick’s stamp book.

CORRECT There is the place for 6 stamps in each page of Nick’s stamp book.
5. INCORRECT: There is something very attractive with him.

CORRECT: There is something very attractive about him.

6. INCORRECT: At night when there are no clouds at the sky, you can see many stars.

CORRECT: At night when there are no clouds in the sky, you can see many stars.

7. INCORRECT: In England, the cars go to the left side.

CORRECT: In England, the cars go on the left side.

8. INCORRECT: They put down illuminations near front all buildings.

CORRECT: They put in illuminations in front of all buildings.

9. INCORRECT: He’s got a very good head over his shoulders.

CORRECT: He’s got a very good head on his shoulders.

10. INCORRECT: By what time will you arrive? I don’t know. It depends with the traffic.

CORRECT: On what time will you arrive? I don’t know. It depends on the traffic.

DISCUSSION

Referring from the above result of the study, out of 30 respondents of the three schools,
majority of them committed errors particularly in the preposition of time and place. In item
number 1, the preposition by was replaced by the preposition with. In item number 2, the
prepositions in and at were used interchangeably. Referring from the item number 3, the
preposition in was replaced by preposition on. In item number 4, the preposition on was replaced
by preposition in. As for item number 5, the preposition about was replaced by preposition with.
For item number 6, the preposition in was replaced by preposition at. Referring from the item
number 7, the preposition on was replaced by preposition to. And for item number 8, the
preposition the preposition in was replaced with preposition down while preposition in was
replaced by the preposition near. As for item number 9, the preposition on was replaced by
preposition over. And for item number 10, the preposition on was replaced by preposition by and
the preposition on was replaced by preposition with.

PREPOSITIONS THAT STUDENTS FREQUENTLY MISUSED

1. Preposition of Place: in, to, at, with, for

2. Preposition of Time: during, on, of, at, about

DISCUSSION

Based from the data the researchers gathered, the respondents frequently misused the

preposition of time and preposition of place. The errors of the respondents under prepositions of

time are: during, on, of, at and about and under preposition of place are: in, to, at, with and for.

FACTORS THAT AFFECT STUDENTS IN COMMITTING PREPOSITIONAL

ERRORS

1. Low comprehension skill

2. Confusion

3. Distinction of the different preposition

The following follow-up questions on the questionnaire were also answered by the

respondents and above were the results.

FOLLOW UP QUESTIONS: Read the given questions and answer it either YES or NO.

1. Did you find the test confusing? _________

2. Did you find it hard to distinguish the correct preposition to be used? ____

3. Does the way you comprehend each sentence affects you in recognizing the appropriate

preposition to be used? ______

Out of the 30 respondents, 15 of them answered Yes to item number 1 and 5 of them

answered No and 1 of them answered Maybe. In item number 2, 21 of the respondents answered

Yes and 1 of them answered No and 1 answered Maybe. And finally, for item number 3, 23 of

the respondents answered Yes and 1 answered No. Thus, out of the data gathered for these

follow-up questions, the researchers identified the above factors affecting students in committing

prepositional errors.
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

The common errors of the Grade 11 students on the use of preposition are: INCORRECT:

During summer holidays, many boys and girls like to go to the country with their teachers.

INCORRECT: The train stopped in all the station and long before we got to London every seat

was taken and people were standing at the corridor. INCORRECT: The girl saw a beautiful

garden at the end of the corridor with red flowers on it. INCORRECT: There is the place for 6

stamps on each page of Nick’s stamp book. INCORRECT: There is something very attractive

with him. INCORRECT: At night when there are no clouds at the sky, you can see many stars.

INCORRECT: In England, the cars go to the left side. INCORRECT: They put down

illuminations near front all buildings. INCORRECT: He’s got a very good head over his

shoulders. INCORRECT: By what time will you arrive? I don’t know. It depends with the traffic.

The kind of preposition did the students frequently commit errors are: Preposition of time and

preposition of location. The factors that affect students in committing prepositional errors are the

following: low comprehension skill, confusion, and distinction of the different preposition.

CONCLUSION

COMMON ERRORS OF THE GRADE 11 KIND OF PREPOSITIONS THE STUDENTS FACTORS AFFECTING STUDENTS IN

STUDENTS ON THE USE OF COMMONLY COMMIT ERRORS COMMITTING PREPOSITIONAL ERRORS

PREPOSITIONS

1. by vs. with 1. Preposition of Place: in, to, 1. low comprehension skill

2. in vs. at at, with, for 2. confusion

2. Preposition of Time: during, 3. distinction of the different

3. in vs. on on, of, at, about preposition.

4. on vs. in

5. about vs. with

6. in vs. at

7. on vs. to

8. in vs. down and in vs. near

9. on vs. over

10. on vs. by and on vs. with

RECOMMENDATIONS

After the findings of this research, this research will now recommend the following:

1. The curriculum of the Senior High School students should be improved in a way that it should

include Grammar for the students to modify more their grammar skills most specially in using

prepositions.

2. The future researcher should study about the effective strategies in teaching prepositions.

3. The students should have more drills on prepositions.

 BIBLIOGRAPHY

1. Szymaska, O. and Mickiewicz, A. (2010), Folia Scandinavica Vol. 11 Pozna,

Univeristy,PoznaAskeladden,UniversityofBergen,https://www.uib.no/filearchive/
szymanska.-2010.-folia-scandinavica._1.pdf
2. Abdelrazig, A. and Mahil I. (2017), International Journal of Humanities Social Sciences
and Education (IJHSSE) Volume 4, Issue 11,PP 214-222 ISSN 2349-0373 (Print) &
ISSN 2349-0381 (Online), https://www.arcjournals.org/pdfs/ijhsse/v4-i11/25.pdf
3. Mehmet,T. and Emrah, M. (2016), et. al, International Peer-Reviewed Journal of
Humanities and Academic Science, Erciyes University, School of Foreign Languages,
Kayseri / Turkey https://files.eric.ed.gov/fulltext/ED573230.pdf
4. Martin, C. (2010), Hunter College of CUNY 695 Park Avenue New York, NY, 10021
mchodoro@hunter.cuny.edu. https://www.cs.rochester.edu/~tetreaul/acl07-prep-final.pdf
5. Joel, R. (2010), Tetreault and Na-Rae Han Educational Testing Services Rosedale Road
Princeton, NJ, 08541 jtetreault|nzhan@ets.or
6. Fatima, I. and Zubaida, N, (2012), https://www.iasj.net/iasj?func=fulltext&aId=10577,
7. Joel, R. (2015) Tetreault Educational Testing Service 660 Rosedale Road Princeton, NJ,
USA JTetreault@ets.org, http://www.aclweb.org/anthology/C08-1109,