STUDENTS’ ERRORS IN WRITING DESCRIPTIVE TEXT OF THE EIGHTH GRADE AT SMPN 5 PERCUT SEI TUAN

This study analyzes the types and causes of writing errors made by students in descriptive texts, utilizing Corder’s (1981) theory of error analysis and the categorization of error causes as outlined by Miles and Huberman (1994). The
data were collected from 20 descriptive texts written by class VIII-5 students at SMPN 5 Percut Sei Tuan. Errors were identified and categorized into four types: omission, addition, selection, and ordering. The results show that selection errors are the most frequent (41.86%), followed by omission errors (30.23%), ordering errors (16.27%), and addition errors (11.62%). The primary causes of these errors
include first language interference, limited vocabulary knowledge, carelessness, and typographical mistakes. First language interference was particularly evident in selection and omission errors, as students translated Indonesian grammatical structures directly into English. Limited vocabulary knowledge led to incorrect word choices, while carelessness, including rushing and lack of proofreading,
resulted in typographical and redundant errors. The study emphasizes the importance of addressing these challenges to improve students’ descriptive writing skills. Based on the findings, this study recommends targeted instructional
strategies. Teachers should focus on teaching grammar rules related to sentence structure and prepositions, provide vocabulary-building exercises to overcome lexical challenges, and encourage systematic proofreading to minimize careless errors. Additionally, fostering a focused learning environment will help reduce distractions and improve overall writing quality. Future research should explore the long-term effectiveness of these interventions and investigate the potential of digital tools for error detection and correction