THE GRAMMATICAL ERRORS ON THE PARAGRAPH WRITINGS

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%.

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.

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

The purpose of the present study was to investigate the instances of grammar mistakes in the spoken English of Thai EFL university students. The research objectives were to compare the errors committed in lexical and sentence structure and their frequencies. The participants comprised 43 first-year English for Business Communication students learning General Listening and Speaking courses at the Sakon Nakhon Rajabhat University. The data was gathered through recorded impromptu speeches on randomly assigned topics. The recordings were transcribed and then the data was analyzed using the Surface Strategy Taxonomy. The findings showed that there were 158 grammatical mistakes in total, and they are based on four main categories. Misformation errors were most prevalent, accounting for 69.62% of all errors, with subject-verb agreement (25.32%) and verb form (17.72%) errors being particularly common. Additional errors constituted 15.82%, omission errors 13.29%, and misordering errors 1.27% of the total. The most frequent subcategories were subject-verb agreement errors (25.32%), verb form misformation (17.72%), and tense misformation (12.66%). These results indicate that Thai EFL learners have considerable difficulties in utilizing appropriate grammatical structures in spoken English, and particularly verbs and agreements. The high frequency of misformation errors points to the fact that more focused instruction on problematic structures need to be addressed in lessons in contexts that convey meaningful communication. As such, it provides findings that could help plan specific instructional strategies and curriculum design for enhancing Thai students' spoken English proficiency.

Purpose of the study: This study aims to identify and analyze the types of grammatical errors made by tenth-grade students in writing recount texts, particularly in the use of the simple past tense, using Surface Strategy Taxonomy and Linguistic Category Taxonomy to reveal patterns of learners’ grammatical difficulties. Methodology: This research employed a descriptive error analysis approach, combining qualitative interpretation with quantitative frequency analysis. The data consisted of recount texts written by tenth-grade students of Senior high school 1 Sumberejo Tanggamus, collected through documentation. The errors were identified, classified, and analyzed based on Surface Strategy Taxonomy and Linguistic Category Taxonomy, with percentages used to indicate error tendencies rather than statistical generalization. Main Findings: The results show that misformation errors were the most dominant type (57.3%), followed by omission (24.3%), addition (5.6%), and misordering (2.8%). Most errors occurred in morphological and syntactic categories, particularly in verb forms related to the simple past tense. These findings indicate that students’ difficulties stem from incomplete mastery of grammatical rules and verb inflections rather than careless mistakes. Novelty/Originality of this study: This study contributes a dual-taxonomy error analysis that integrates Surface Strategy and Linguistic Category approaches to provide a more comprehensive diagnosis of students’ grammatical errors. The findings offer specific pedagogical implications, including the need for targeted grammar instruction, focused practice on verb-form accuracy, and error-based corrective feedback in teaching recount text writing.

The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students’ writing proficiency.

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.

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.

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.

ABSTRACTA language is a communication tool used by every human being in everyday life. People used their language to communicate with each other to help deliver the information. Meanwhile, Indonesians lack grammar, especially to studying from unreliable sources, such as listening to songs. This research is trying to analyze the grammatical error in Justin Bieber’s song lyrics and identify the most frequent type of errors found in Justin Bieber’s song lyrics. This is descriptive qualitative research and the data instrument used in this research is data analysis. The result shows that there were three types of grammatical errors contained in Justin Bieber's song lyrics, such as Subject-Verb Agreement, Indefinite Pronouns, and Prepositions. The grammatical error contains 7 grammatical errors found in the subject-verb agreement, 5 grammatical errors found in the Indefinite Pronouns, and 1 grammatical error found in the preposition. However, the subject-verb agreement is the most frequent grammatical error used in Justin Bieber’s song lyrics.Keywords: Grammatical Error, Justin Bieber’s Songs, Lyrics

The aims of this research is to find out grammar mistakes and obstacles in learning English through writing. Through writing, students can improve their understanding by paying close attention to the grammar and content. The implementation of CRS is meant to enhance the understanding of students of STMIK STIKOM Indonesia. And the implementation of Surface Strategy Taxonomy (SST) is done through documentation of students’ work through translation. The data source is taken from a report text in Indonesian as source language and translated it into English as target language. In order to know the benefit of SST, students are given the questionnaire to gain the data. Data collection is the results of students’ translations sheets. The results of 68 students’ translation work show that there are 98 error found in 4 kinds (errors omission, addition, mis-ordering and mis-formation) and each kind of error has its own sub-kind errors (SKE). The biggest error is omission with 39 errors (39,8%) and lowest error is mis-ordering with 12 errors (12,2%). Omission has 2 SKE, those are grammatical morpheme with 23 errors (23,5%) and content morpheme with 16 error (16,3%). Addition has 29 errors (29,6%) with SKE 16 simple errors addition (16,3%), and 13 double error addition (13,3%). Mis-ordering has 12 errors (12,2%) with SKE 4 misplacement of verbs (4,0%) and 8 misplacements of words/items (8,1%). Mis-formation has 18 errors with SKE 5 error of alternating form/ prepositions (5,1%), 6 errors of content oriented lexical/quantifiers (6,1%) and tenses with 7 errors (7,1%). There were 9 errors found in the agreement between demonstrative pronoun and noun (9,1%) and the lowest number of errors are apostrophe s and misplacement of verb with 4 errors each (4,0%). The questionnaire shows that the implementation of SST does help the students where 30 students (46,2%) said that they know their mistake, 24 students (36,9%) stated that they know about the words’ choice/diction and 11 students (16,9%) said that SST helps them to improve their English grammar. Besides, students are encouraged to practice more English in their daily.

This study examines the grammatical errors and vocabulary types in the writings of Thai high school EFL students. Employing Dulay et al.’s (1982) surface strategy taxonomy, errors were categorized into omission, misformation, addition, and misordering to identify predominant error patterns. Additionally, the study assessed the vocabulary range via the General Service List and the Academic Word List. Findings indicated a significant reliance on high-frequency words and less frequent use of AWL vocabulary, stressing gaps in readiness for academic study. The study highlights the diagnostic value of error analysis in revealing insights into learners’ interlanguage development, reflecting their evolving understanding and hypothesis testing about the target language influenced by their first language. Grammatical errors, such as incorrect use of singular and plural forms, articles, and tense inconsistencies, were common, suggesting learners face structural and syntactic challenges. Omission errors emerged as the most prevalent, followed by misformation, addition, and misordering, indicating areas needing focused grammatical instruction. Vocabulary analysis revealed an 82.30% overlap of the first 1,000 GSL words in students’ texts, contrasting with the minimal use of AWL words, essential for academic success. The findings advocate for enhanced instructional strategies integrating GSL and AWL vocabularies and emphasizing systematic grammatical error correction to improve language proficiency and academic readiness. Future research should include more diverse learner populations and a broader range of error types to provide insights into language acquisition challenges and solutions. This study contributes to refining teaching methodologies and curriculum development to better prepare students for future academic challenges.

Writing proficiency is an essential academic skill, yet many students struggle with grammatical and mechanical accuracy in their compositions. This study examines the grammatical and mechanical errors committed by students in writing, focusing on subject-verb agreement, verb tense, noun forms, pronoun reference, prepositions, spelling, capitalization, and punctuation. Using a quantitative approach, the research analyzes the frequency and types of errors in student writing, explores the relationship between grammatical and mechanical errors, and examines the profile of the students. Findings reveal that while students demonstrate proficiency in most grammatical and mechanical aspects, subject-verb agreement remains a significant challenge. Additionally, a significant correlation (r = .181, p = .027) between grammatical and mechanical errors suggests that students who struggle with grammar also exhibit higher instances of spelling, punctuation, and capitalization mistakes. The study concludes that enhancing grammar instruction, reinforcing writing mechanics, and integrating technology-driven learning tools are essential strategies to improve students’ writing proficiency. Future research should explore the long-term impact of writing interventions and assess their effectiveness across different academic levels. Keywords – writing, grammatical errors, mechanical errors, writing skills, writing strategies

The teaching learning process of English language contentrates on the four skills, those are : listening, reading, speaking and writing. The skills of writing is not only used to test how well students to aquire a second or foreign langauge, but also to express ideas in english writing with reasonable coherence and accuracy is a major objective. However many students still make errors in their writing. The research entitled “An Error Analysis In Writing Descriptive Text Of The Seventh Grade Students” was to analyze the errors in their descriptive text. The purpose of this research were to find out the types of the grammatical errors in writing descriptive text and the dominant type of errors in writing descriptive text. The subject in this research in this research were 10 of seventh grade students of SMP Negeri 2 Batujajar, and used the descriptive qualitative method. The researchers collect the data from the students writing task. The result in this research that are errors were made by students based on the surface strategy taxonomy was four types of the grammatical errors they are Misformation (42 errors = 41,1%), addition (30 errors = 29,5%), misordering (17 errors = 16,6%), and omission (13 errors = 12,8%). It means that dominant type of grammatical errors in this research is misformation.

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