AN ERROR ANALYSIS ON STUDENTS’ WRITING PROCEDURED TEXT AT GRADE XI OF SMA NEGERI 1 KISARAN IN 2024/2025 ACADEMIC YEAR

Abstract

This study investigates the types and causes of errors in writing procedure texts among Grade XI students at SMA Negeri 1 Kisaran during the 2024/2025 academic year. Using a qualitative descriptive method, the research analyzed students’ written procedure texts based on Dulay’s Surface Strategy Taxonomy, which classifies errors into omission, addition, misformation, and misordering. Data were collected from nine students through a writing test and analyzed to identify, categorize, and quantify the errors. The findings revealed a total of 41 errors, with misformation (85.36%) being the most frequent, followed by addition (7.31%), omission (4.87%), and misordering (2.43%). The predominance of misformation errors indicates students’ difficulties in vocabulary usage, grammar application, and spelling accuracy. These findings highlight the need for targeted teaching strategies focusing on vocabulary development, grammar reinforcement, and spelling practice. The study suggests that English teachers employ error analysis in their teaching practices to improve students’ writing skills, while students are encouraged to engage in more extensive writing and reading activities to enhance their language proficiency.