Error Analysis on Students’ Writing in Using Simple Present Tense in Descriptive Text

The aims of this research include: (1) to identify the types of errors made by 12th grade of the students SMAN 13 Bone in their writing descriptive text, (2) to find out the dominant type of error, (3) to discover the source of error. This research used mix method. The instrument used in collecting the data was writing test. The test was given twice to the students. The population of this research was the 12th grade of the students SMAN 13 Bone. The sample was the 10% of the whole population which consisted of 42 students. In analyzing the data, the researcher found that the students made errors in using simple present tense in writing a descriptive text. The types of errors discovered, namely omission errors, addition errors, misformation errors, and misordering errors. The omission and misformation errors found to be the dominant errors in the students’ writing descriptive text. The sources of errors include Inter-lingual and Intra-lingual transfer.

Finding out the frequency, kind, causes, and effects of linguistic failures is the process of error analysis. This study aims to pinpoint students' mistakes when using the simple present tense to write a descriptive text. To complete the investigation, the researcher uses the qualitative approach. Students' mistakes affect the descriptive English content. Twenty junior high school students from west Jakarta were given writing prompts. Their text demonstrates how their sentences lost all of their original meaning. When asked to create an English descriptive text, they encountered challenges. Following an investigation of the students' English descriptive texts, twenty errors have occurred in the simple present tense; error of omission, error of selection, error of addition and error of ordering.

Simple present tense is one of the most complex tense in English. Because of the different pattern between the students’ mother tongue and English as the target language, students often make errors in producing sentences. The objective of the research is to find out what type of error which mostly appears when students use Simple Present Tense in descriptive writing. This research is a descriptive qualitative research combined with error analysis methodology using Surface Strategy Taxonomy. The research participants were 50 students of Bina Sarana Informatika University majoring Management. The result of the research showed that the most common errors made by students were misformation errors which happened as much as 54%. The second most common errors which appear in students’ descriptive writing were omission errors as much as 24% which number was not much different with addition errors as much as 20%. The least type of error found in students’ descriptive writing was misordering error as much as 2%.

This research aims to identify and classify the types of error made by first semester students of Elementary Education in using simple present tense in their descriptive texts. A quantitative approach with descriptive analysis was used as the research design. Errors were classified into four types based on Dulay’s Surface Strategy Taxonomy thus measurement on the chief errors and challenges which students encountered can be presented obviously. A total sampling technique was employed in this technique. There were 21 students of class A6-25 selected as the sample. This research reveals that the most errors of simple present tense usage are in omission error with percentage of 47.56%. There are 30.48 % errors found in addition type, 15.85 % errors in misformation type, and the least is in misordering type with percentage of 6.10%. In applying simple present tense in writing a descriptive text, the students’ errors are in subject-verb agreements, differing nominal and verbal sentences, the use of auxiliary verbs, and determining the correct article, preposition, conjunction, relative pronoun in adjective clauses, and adjectives order in noun phrases.

The purpose of this research was to know both the type of error and the most dominant error made by students in writing narrative text at the second grade students of SMK N 1 Sigli. This study is qualitative research as suggested by Noor (2011). The purpose of this research is to analyze the errors which actually committed by students on their writing. This research is a case study which clarifies the natural circumstance. The writer collect the data by using a set of written test. The procedures of Error Analysis (EA) adopted from Corder (1974) as cited in Ellis (2008:48). The data nanalized by using table of freqency the result showed that the error made by the students can be categorized into four types of errors. Those were errors of omission, errors of addition, errors of misformation, and errors of misordering. Another result showed that the most dominant error in writing narrative text made by the students was error of misformation. In describing the type of error, it can be inferred that there are 25 items of error, which occur in the students’ sentences.

The present research was intended to analyse the errors made by the university students, especially the students in the eight semesters who write thesis proposals. Hence, the main objective of the present research was to investigate types of errors as well as to know the dominant errors which were existed in students’ thesis proposal compositions. This research employed descriptive quantitative study by calculating the number of errors by percentage. There are 42 participants from English Education Department in one of public university in West Nusa Tenggara, Indonesia. The results showed that there were 195 errors consisting of 71 (36%) addition errors, 64 (33%) misformation errors, 48 (25%) omission errors, and 12 (6%) misordering errors. The most dominant errors as shown by the percentage were students tended to add more than the structure or grammar needs. Students overgeneralized to use affix –s in verb and to use double auxiliaries (be, are, is). These results suggest that the instructor needs to help students on understanding and practicing more to fix the errors.

Language is used in daily of life for making interaction with another people in form of sound and symbol, in order that they can express their ideas, thought, feeling, opinion, and intention to other. There are two problem, first what kinds of errors faced by the students of SMAN 2 Sampang in using simple present tense in descriptive text? And the second what are the causes errors made by the students of SMAN 2 Sampang in using simple present tense in descriptive text?. First to describe the kinds of errors faced by the students of SMAN 2 Sampang in using simple present tense in descriptive text. to identify the causes of errors faced by the students of SMAN 2 Sampang in using simple present tense in descriptive text. this research the researcher was designed by using qualitative research method because the researcher only analyzed data collection without any statistic procedure. The data will be gathered from interview and document. the analyzing of the data conduct gather the information that the research obtains form various sources, observation, interview, document analysis. the result above, this study is suggested for the teacher should give more motivation and support to the students to learn English hardly, so the students can be interested and spirit in grammar genre. And for the students should give more attention to the teacher explanation, so they really understand what the teacher explanation.

This study aimed to analyze the kind of error in English speech of public speaking, to identify the cause of error in English speech of public speaking, and to identify the impact of error in English speech of public speaking. This research conducted in public speaking class of Ushuluddin Boarding School South of Lampung. This research employed a qualitative approach and used content analysis as the method of study. A data of the research was 15 documentation record of student’s English speech. To find out the error in students English speech of public speaking, the surface structure taxonomy was used for analyzing of phonology error, and the linguistic category classification and the surface structure taxonomy were used for analyzing of morphology and syntax error. The findings show; (1) the kinds of error in phonology were 156 substitution errors, 136 omission errors and 57 addition errors. Therefore the most dominant error in phonology was substitution error of vowel (102). The total of number errors in morphology and syntax were 169 errors, and the most dominant error in morphology and syntax was diction errors (50). The kinds of error in morphology and syntax were 83 misformation errors, 46 misordering errors, 33 omission errors and 7 addition errors. (2) The cause of error in phonology, morphology and syntax was intra language. Intra language is the error made by the learners in learning English. (3) There are found two impacts of errors in student’s speech; 1) an error in phonology called global error. Global error is makes an utterance difficult to understand. 2) An error in morphology and syntax called local error. Local error is not influence a message of the speech

This study aims to describe the errors are found in English Biology Textbook entitled Animal Taxonomy. By using Qualitative Descriptive method, this study classifies the errors based on Dulay, Burt, and Karshen (1982) method about Error Analysis, namely Omission, Addition, Misformation, and Misordering. From the results of the study, it was found that some categories of errors in which Omission Error is caused by the missing of items that need to complete the phrases or sentences. Then, addition error in which the addition of unnecessary items in the phrase or sentences. The next is Misformation refers to wrong form of words. The last is Misordering refers to incorrect placement of a morpheme or a group of morpheme. The errors are found in English Biology Textbook entitled Animal Taxonomy are caused by the different rules of grammar such as the construction of adjective and noun phrase, grammatical endings, the use of tenses, and the use of articles between two languages. From this output, it can be seen that Omission and Misordering are the dominant errors in English Biology Textbook entitled Animal Taxonomy. Therefore, it is necessary to reconstruct the text in English Biology Textbook entitled Animal Taxonomy to make it useable. Key words: Errors, English Biology Textbook, qualitative descriptive method.

This Descriptive text is a type of writing that explains or illustrates people, places, and objects by focusing on their physical characteristics or appearances.This study analyzes students’ grammatical errors in using the simple present tense in descriptive texts. Conducted on 24 second-semester English Education students at HKBP Nommensen University Medan, the research used a qualitative descriptive method and surface strategy taxonomy (Dulay et al., 1982) to classify errors into omission, addition, misinformation, and misordering. The population of this research included all second-semester students of the English Education Study Program at HKBP Nommensen University Medan during the academic year of the study. These students had completed Writing I and were enrolled in Writing II, which covers the use of grammatical structures such as the simple present tense in descriptive writing. Using purposive sampling, one class (Class B) was selected, consisting of 24 students who met the criteria and were deemed suitable for analyzing grammatical errors. The primary instrument was a supervised writing task, where students wrote a five-paragraph (200–300 words) descriptive text about a person, place, or thing within 60 minutes. Their texts were analyzed using the Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982), which classifies errors into omission, addition, misinformation, and misordering. For data validity, two grammar experts assisted in reviewing and confirming the identified errors through triangulation. From 263 simple present tense usages, 141 (53.61%) were incorrect. The most frequent error was omission (40%), followed by addition (29%), misformation (18%), and misordering (13%). These findings indicate that students still face difficulties in mastering simple present tense, especially in forming grammatically complete sentences.

This research was to analyze the students’ grammar errors on the use of present tense and past tense in translating Indonesian sentence into English. The aims were to find out what errors were made by the students and what error was the dominant one. The method used was descriptive qualitative. It was conducted at SMP Swasta Dwitunggal Tanjung Morawa in academic year 2018 – 2019. The population was the students of the eighth grade consisted of 3 classes with the total number of population was 138. The sample was the class VIII-3 consisted of 41 students which was obtained through cluster random sampling with lottery technique. The instrument used was a translation test which consisted of 20 items of Indonesian sentence. Through the data analysis, it was obtained that there were four types of errors made by the eighth grade students, namely error of omission (17.22%), error of addition (32.05%), error of miss-formation (34.44%), and error of miss-ordering (12.91%). The most dominant error was error of miss-formation.

This qualitative descriptive research explores the challenges faced by seventh-grade students in writing descriptive text and identifies their underlying causes. The study, conducted at SMP PGRI 16 Sidoarjo, employed students' writing exercises and interviews with an English teacher and first-grade students as data instruments. The analysis revealed three key areas of difficulty: generic structure, grammar (including the use of nouns, pronouns, conjunctions, prepositions, and simple present tense), and spelling. The identified causes encompassed inadequate English proficiency, insufficient knowledge of descriptive text material, disinterest in learning English, as well as internal and external factors such as family background and students' skills and capabilities. The findings shed light on the specific areas of difficulty and their root causes, providing valuable insights for educators and curriculum developers aiming to enhance students' proficiency in writing descriptive text.
 Highlights:
 
 Students' difficulties in writing descriptive text: The study identifies challenges in the generic structure, grammar, and spelling faced by seventh-grade students.
 Causes of difficulties: The research uncovers factors such as English proficiency, knowledge gaps in descriptive text material, lack of interest in learning English, and internal/external influences.
 Implications for educators: The findings offer insights to enhance instructional approaches and curriculum development for improving students' proficiency in descriptive text writing.
 
 Keywords: descriptive text, seventh-grade students, difficulties, causes, qualitative research.

Background: Grammar errors are common because English grammar is still quite complicated to learn, including constructing sentences using the Passive Voice. Purpose: This research aims to identify mistakes in constructing sentences using Passive Voice by MAN Gorontalo Students to become a reference material in improving grammar learning. Method: This research uses a quantitative method. Data is collected through tests and documentation. The research population was 40 students of class X MAN Gorontalo and a sample of 20 students. Data analysis techniques go through four stages, data collection, data presentation, data reduction, and conclusion. Results and Discussion: This study concludes that there are four types of student errors based on the taxonomic strategy in using Passive Voice, namely: 1) addition error, 2) omission error, 3) misformation error, and 4) misordering error) and two types of errors based on communicative effect taxonomy; 1) global error and 2) local error. Conclusion and Implications: This research has implications that English teachers can analyze weaknesses in changing active voice into passive voice by practicing changing tense forms from past verbs for past activities and habitual information for ordinary activities. To correct errors in compiling sentences in passive voice, teachers must also do tutorial-based remedial teaching for passive voice material, especially on the misformation aspect, including assigning students to make a list of active and passive verbs and their use in compiling passive voice

This research aims to find out the types of errors made by students in their descriptive text writing, the dominant errors made by the students, and to know students’ perception toward their error in writing. Moreover, this study used a descriptive qualitative study. In collecting the data, the researcher used a writing test and a written interview. The result of this study showed that students made 418 errors in writing descriptive text, they are organization 10 errors (2.4%), vocabulary 70 errors (16.7%), grammar 9 errors (2.2%), mechanic 162 errors (38.8%), omission 62 errors (14.8%), addition 74 errors (17.7%), misformation 23 errors (5.5%), and misordering 8 errors (1.9%). Based on the result, the mechanic was the dominant error that occurred in students’ writing. In addition, based on students' written interview result, the errors that students made were cause by their ignorance and lack of knowledge in writing. The purposes of this research were to know the errors made by students in writing then; the students will be motivated to continue learning so as not to make the same errors. Keywords: Error analysis, Writing, Descriptive Text, Students’ Perception

Most of our knowledge about the neuroanatomy of speech errors comes from lesion-symptom mapping studies in people with aphasia and laboratory paradigms designed to elicit primarily phonological errors in healthy adults, with comparatively little evidence from naturally occurring speech errors. In this study, we analyzed perfusion fMRI data from 24 healthy participants during a picture naming task, classifying their responses into correct and different speech error types (e.g., semantic, phonological, omission errors). Total speech errors engaged a wide set of left-lateralized frontal, parietal, and temporal regions that were almost identical to those involved during the production of correct responses. We observed significant perfusion signal decreases in the left posterior middle temporal gyrus and inferior parietal lobule (angular gyrus) for semantic errors compared to correct trials matched on various psycholinguistic variables. In addition, the left dorsal caudate nucleus showed a significant perfusion signal decrease for omission (i.e., anomic) errors compared with matched correct trials. Surprisingly, we did not observe any significant perfusion signal changes in brain regions proposed to be associated with monitoring mechanisms during speech production (e.g., ACC, superior temporal gyrus). Overall, our findings provide evidence for distinct neural correlates of semantic and omission error types, with anomic speech errors likely resulting from failures to initiate articulatory-motor processes rather than semantic knowledge impairments as often reported for people with aphasia.