An Error Analysis of Using Prepositions of Time among Third Semester Students at Faculty of Languages and Translation

Abstract

This study aims to analyze the errors made by third-semester students at the
Faculty of Languages and Translation when using time prepositions (in, on,
and at). A qualitative research method was applied. The study involved 23
participants: three English teachers and 20 students from the Faculty of
Languages and Translation. The researchers used a document analysis method
to collect data by analyzing essays which have been written by third semester
students. Additionally, interviews were conducted to investigate the
approaches that teachers use for teaching these prepositions and the difficulties
that hinder students' learning. The data were analyzed using content and
discourse analysis techniques. The results revealed that the main causes of
students’ errors in using time prepositions are interference from their first
language and a lack of understanding of the rules governing the use of these
prepositions. The interview results indicated that the most effective way to
teach prepositions is to present them in phrases and within context, rather than
in isolation.