A.

Error analysis
1. Definition
Error analysis is like looking closely at mistakes that people make when they are
learning a new language. We try to figure out why they made the mistake and
how we can help them learn better (Riska, 2021).
Error analysis helps us figure out why someone makes mistakes, not just what
mistakes they make. There are many reasons why someone might make a
mistake, like if they're trying to speak a different language or don't know a
grammar rule. By understanding why someone makes mistakes, we can help
them get better by focusing on those specific things they need help with
(Setiyorini, et al 2020).
Error analysis can be applied to all areas of language use, including grammar,
vocabulary, pronunciation, and discourse. It can also be used to compare and
contrast the language production of learners at different proficiency levels or
from different linguistic backgrounds (Burhanuddin, 2020). Looking at mistakes
we make when we learn a language helps us learn better and can help teachers
teach better.
2. Purpose
Here are some of the purposes of error analysis according to experts in the field:
1. To inform instructional decisions: Corder (1974) and Ellis (1997) argue that
error analysis can inform instructional decisions by helping teachers identify
specific areas of language that learners are struggling with, and tailor their
instruction accordingly.
2. To understand learner development: Dulay and Burt (1974) suggest that
error analysis can help teachers and researchers gain insights into the
developmental stages of language acquisition and the typical patterns of
errors that learners make at different levels of proficiency.
3. To evaluate the effectiveness of teaching: James (1998) argues that error
analysis can be used to evaluate the effectiveness of teaching methods and
materials, and to assess the progress of individual learners or groups of
learners over time.
4. To develop learner autonomy: Selinker (1972) suggests that error analysis
 can help learners become more autonomous in their language learning by
providing them with feedback on their own errors and helping them develop
strategies for self-correction and self-evaluation.
Overall, the purpose of error analysis varies depending on the perspective and
goals of the researcher or teacher. However, some common themes include
using error analysis to inform instructional decisions, understand learner
development, evaluate teaching effectiveness, and promote learner autonomy.

B. Procedur of error analysis

The procedure for conducting an error analysis typically involves the following
steps:
1. Collect a sample of learner language: The first step in conducting an error
analysis is to collect a sample of learner language. This can be done through
written or spoken texts, such as essays, journals, or recorded conversations.
2. Identify errors: Once you have a sample of learner language, the next step is to
identify errors. Errors can include grammatical, lexical, or phonological errors,
as well as errors in discourse organization or pragmatics.
3. Categorize errors: Once errors have been identified, the next step is to categorize
them according to type, frequency, and severity. This can help you identify
patterns and trends in the errors, and determine which errors are most common
or problematic for the learners.
4. Analyze errors: Once errors have been categorized, the next step is to analyze
them in more detail. This can involve identifying the underlying causes of the
errors, such as interference from the learner's first language or
overgeneralization of a language rule.
5. Interpret findings: Once the errors have been analyzed, the next step is to
interpret the findings. This can involve making recommendations for
instructional interventions or materials, or identifying areas where further
research is needed.
6. Report results: Finally, the results of the error analysis should be reported in a
clear and concise manner, along with recommendations for instructional
interventions or further research (Ramos, 2019).
 Overall, the procedure for conducting an error analysis is iterative and involves
close attention to detail and a thorough understanding of the language being
analyzed. It requires expertise in both language analysis and pedagogy, as well as a
deep understanding of the learner's linguistic and cultural background.

C. The classification of error, ommision, addition, misformation and misordering

Dulay and Burt's Error Analysis framework identified three types of errors that
language learners commonly make (Rahmi, 2022):
1. Omissions: This occurs when a learner leaves out a required element in the
target language. For example, a learner might say "I go to store" instead of "I go
to the store."
2. Additions: This occurs when a learner adds an element that is not required in the
target language. For example, a learner might say "I am going to the the store"
instead of "I am going to the store."
3. Misformations or substitutions: This occurs when a learner substitutes one
element for another in the target language, resulting in a grammatically incorrect
utterance. For example, a learner might say "I goed to the store" instead of "I
went to the store."
4. Misordering: This occurs when a learner puts words or elements in the wrong
order in the target language. For example, a learner might say "Store I went to
the" instead of "I went to the store."
Dulay and Burt made a tool that helps teachers understand the mistakes that students
make when they are learning a new language. This helps teachers teach better and
help their students learn better.
Additionally, Dulay and Burt's Error Analysis framework also emphasizes the
importance of understanding the developmental stages of language acquisition. They
argue that errors are not just random mistakes, but rather a natural part of the
language learning process. They suggest that learners go through predictable stages
of development, characterized by specific types of errors. For example, beginners
often make errors of omission, while more advanced learners may make errors of
misformation or misordering.
Dulay and Burt's Error Analysis framework has been influential in the field of
 second language acquisition and has helped researchers and teachers better
understand the nature of language errors and their implications for language
learning. However, some critics have argued that the framework does not take into
account the complexity and variability of language learning, and that errors are not
always predictable or systematic. Nonetheless, the framework remains a useful tool
for identifying and analyzing language errors in a systematic way (Sundari et al,
2021).

D. Simple present tanse

1. Definition
The simple present tense is a way to talk about things happening now, things
that happen often, or things that are always true. We use the base form of the
verb for most subjects, but we add -s or -es to the end of the verb for he, she, or
it (Masrudin, 2019).
2. Purpose
We use the simple present tense to talk about things that are happening right
now, things we do all the time, or things that are always true. (Masrudin, 2019).
a. Present actions: The simple present tense is used to describe actions or
events that are happening right now or at the present time. For example, "I
am eating lunch right now" describes a current action.
b. Habitual or regular actions: The simple present tense is also used to describe
actions that are habitual or occur regularly. For example, "I go to the gym
every Monday" describes a habitual action.
c. General truths or facts: The simple present tense can also be used to express
general truths or facts that are always true. For example, "The earth revolves
around the sun" is a fact that is always true.
d. Future actions in the present tense: The simple present tense can also be used
to describe scheduled future events. For example, "My flight to Paris leaves
tomorrow morning."
The simple present tense is like talking about things that are happening now,
things that happen all the time, or things that are always true.
3. Formula
 When we talk about things happening now, we use a certain way of talking
called the simple present tense. For most words, we just use the regular word
without changing it. But for words like "he," "she," or "it," we add an extra letter
to the end of the word (Hikmanisa & Yusuf, 2022).
Here is the formula for forming the simple present tense:
a. For regular verbs:
1) Positive sentence: Subject + base form of the verb + -s/-es (for third
person singular)
2) Negative sentence: Subject + do/does + not + base form of the verb
3) Interrogative sentence: Do/does + subject + base form of the verb?
b. For irregular verbs, the base form of the verb does not change for any
subject. The same rules apply for forming negative and interrogative
sentences.
Note that the simple present tense does not require the use of an auxiliary
verb (except for the third person singular) or any other helping verbs.
4. Examples
a. I eat breakfast every morning. (regularly occurring action)
b. She plays soccer on the weekends. (current action)
c. The sun rises in the east. (generally true fact)

E. Writing
1. Definition
Writing refers to the act of producing written or printed content using language,
symbols, or characters for the purpose of communication. Writing can take
many forms, including creative writing, academic writing, professional writing,
and personal writing (Wilson & Roscoe, 2020).
When people write, they have to do a few different things before they finish.
First, they think of what they want to write about. Then, they start writing out
their ideas. They might go back and change some things to make it better, and
then finally they check everything over to make sure it's all correct. The drafting
stage involves putting these ideas into written form, creating a rough draft of the
written work. The revision stage involves reviewing and revising the draft to
 improve its content, organization, and clarity. The editing stage involves
correcting errors in grammar, punctuation, spelling, and style to produce a final
polished version of the work.
Writing is an essential skill in many areas of life, including education, business,
and communication. It can be used to convey information, express opinions or
emotions, entertain, persuade, or instruct. Effective writing requires a command
of the language being used, an understanding of the audience, and an ability to
organize and present information in a clear and coherent manner (Jwa, 2019).
Overall, writing is a crucial means of communication and a fundamental skill for
success in many areas of life.
2. Benefits
There are many benefits to writing, both for personal and professional
development. Here are some of the main benefits (Park, 2022):
1. Self-expression: Writing allows you to express yourself in a creative and
meaningful way. Whether you're writing a journal entry, a personal essay, or
a work of fiction, writing gives you a space to explore your thoughts,
feelings, and ideas.
2. Clarity of thought: Writing helps you organize your thoughts and clarify
your ideas. By putting your thoughts into words, you can gain a deeper
understanding of your own thinking and problem-solving processes.
3. Communication skills: Writing is an important communication skill, both in
personal and professional settings. Effective writing can help you
communicate your ideas clearly and persuasively, and can be essential for
success in many careers.
4. Creativity: Writing is a form of creative expression that can inspire and
challenge you. Whether you're writing poetry, fiction, or non-fiction, writing
allows you to tap into your imagination and create something new and
original.
5. Learning: Writing can help you learn and retain information. When you
write about a subject, you engage with it more deeply and can gain a deeper
understanding of the topic.
6. Personal growth: Writing is like a magic wand that can help you learn more
 about yourself. When you write about your thoughts and feelings, you can
understand yourself better and learn to love who you are.
Overall, writing can be a valuable and rewarding activity that can enhance your
personal and professional life in many ways.

F. Descriptive text
1. Definition
Descriptive text is writing that describes something or someone very clearly.
The Descriptive writing is when an author uses words to create pictures in your
mind. They might talk about what things look like, sound like, smell like, taste
like, or feel like. They might also compare things to other things to make the
description even better. This kind of writing can be found in stories, poems, and
articles about travel or news (Albrecht, et al 2019).
2. Purpose
Descriptive text helps people imagine things by using lots of details that make
you feel like you're really there. It uses words that make you think about what
things look, sound, smell, taste, and feel like (Erlangga et al, 2019).
Descriptive text serves several purposes, including:
1. To inform: Descriptive text can provide the reader with information about a
particular subject, such as the physical features of a location, the appearance
of a person, or the characteristics of an object.
2. To entertain: Descriptive text can be used in literature and creative writing to
entertain readers and engage their imaginations.
3. To persuade: Descriptive text can be used in advertising and marketing to
persuade consumers to buy a product or service by describing its features
and benefits in detail.
4. To evoke emotion: Descriptive text can be used to create an emotional
response in the reader by painting a vivid and emotional picture of a person,
place, or event.
Overall, the purpose of descriptive text is to engage the reader's senses and
imagination, creating a memorable and meaningful experience through
language.
 3. Structure
The structure of a descriptive text typically includes an introduction, body
paragraphs, and a conclusion.
1. Introduction: The introduction sets the stage for the description and may
include a thesis statement or main idea. It may also provide some
background information about the subject being described.
2. Body paragraphs: The body paragraphs contain the main content of the
description and are where the author uses sensory details to create a vivid
picture of the subject. Each paragraph typically focuses on a specific aspect
of the subject, such as its appearance, sounds, smells, tastes, or textures. The
author may use descriptive language, figurative language, and vivid imagery
to enhance the reader's understanding of the subject.
3. Conclusion: The conclusion summarizes the main points of the description
and may provide a final impression or opinion. It may also leave the reader
with a lasting image or impression of the subject.
Overall, the structure of a descriptive text is designed to take the reader on a
sensory journey, allowing them to visualize and experience the subject being
described in a vivid and memorable way.

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