Investigating Errors in English Descriptive Texts: A Focus on Students’ Written Language

Abstract

This qualitative study examines the types of errors made by Indonesian senior high school students in their English writing. The analysis of 39 students' written texts reveals four major error types: misformation errors (39%), omission errors (28%), addition errors (20%), and disordering errors (13%). The findings highlight the importance of targeted grammar instruction, focusing on verb forms, sentence structure, and the proper use of articles and prepositions. The study's implications suggest that language instructors should adopt a more nuanced approach to teaching grammar, providing learners with opportunities to engage in meaningful communication and receive feedback on their language use.