THE ANALYSIS OF GRAMATICAL AND LEXICAL ERRORS ON THE STUDENTS' THESES OF IAIN TAKENGON

: This research used the Error Analysis (EA) method to examine the grammatical mistakes made by English department students of the State Institute of Islamic Studies (IAIN) Takengon. The thesis works produced by those students were the focus of this study. Six students' theses were mined for information, specifically chapters four and five. The authors collected data from students, recognized grammatical faults, categorized errors in students' theses to estimate the frequency of errors, and then converted the data into percentages for analysis. Evidence suggests eleven distinct categories of writing mistakes made by students. There are 6% cases of improper subject-verb agreement, 3% cases of wrong word order, 10% cases of improper preposition, 17% cases of improper article use, 3% cases of improper pluralization, 16% cases of improper punctuation, 6% cases of improper auxiliary use, 24% cases of obscene, unnecessary words, 6% cases of wrong word choice, 6% cases of improper parallel structure, and 3% cases of redundant expression. In addition, the author counted 175 different typos. Punctuation, introductory phrase, and adverbial errors predominate. According to the findings, students' grammatical mistakes are fueled by their inability to master the rules of the target language and their limited familiarity with its vocabulary and structures.

. Inadequate command of the language also hinders writers' capacity to communicate clearly (Gunantar, 2016).This research aimed to characterize the core aspects of student mistakes, investigate the factors that contribute to those mistakes, and classify the mistakes made.

LITERATURE REVIEW
Error analysis, a subfield of applied linguistics that emerged in the 1960s, provided evidence that many learner errors can not attributed to learners' native languages but rather indicated a universal learning method (Li et al., 2009).According to Hofmann, Error Analysis (EA) entails several steps designed to help teachers locate, characterize, and clarify the causes of their students' mistakes (Hofmann, 2008).In contrast, according to James & Broussard, error analysis identifies the occurrences, causes, nature, and implications of nonfunctional language (Broussard & James, 1999).In other words, there are three important functions that errors serve: (1) pedagogical, by revealing to teachers what students know and do not know; (2) research, by revealing clues of how language is acquired; and (3) educational, by serving as a tool for students to discover the rules of the target language (Lo & Lin, 2015).
The primary benefit of Error Analysis is that it successfully transforms an error from a negative to a positive norm (Almusharraf & Alotaibi, 2021).Errors are now seen as students' constructive contributions to their second language learning rather than as "undesirable forms" (Kearney & Ellis, 1995).In addition, many academics believe that second language learners make two distinct kinds of mistakes: performance errors and competence mistakes (Jenkins, 2013).Negligence and exhaustion are two common causes of poor performance, whereas a lack of linguistic expertise is responsible for competence errors.Making mistakes is an integral part of the learning process for humans.Learners will inevitably make mistakes, as described by (Melchers et al., 2019).
Furthermore, making mistakes is a natural part of the learning process; becoming fluent in a language is impossible without first making many mistakes.Most grammatical mistakes that second-language learners make have nothing to do with the learner's native language (Broussard & James, 1999).Errors in performance have been referred to as "mistakes" in certain works in second languages.Since their understanding of the L2 rule system is still developing, the term "errors" is reserved for more systematic inconsistencies (Ishikawa, 2016).Andrian states that forgetfulness, unfamiliarity with the target language, misunderstanding, a slip of the tongue all contribute to translation errors (Andrian, 2015).
Those grammatical slips in the target language are the student's fault (Ferenz, 2005).Interlingua misunderstandings occur when one assumes that a second language's forms are equivalent to their first language.This also applies to the reverse transfer of items inside the target language (intralingua errors).Further, Scott revealed that native language learners make Interlingua errors due to interference (Scott et al., 1995).The interference of the first language with the second language under study thus leads to Interlingua mistakes.Until they have mastered the concept in the target language, students will rely heavily on their prior knowledge of the concept in their native language Jurnal As-Salam Vol. 6 No. 2 Juli -Desember 2022: 269 -284 Shaumiwaty, Imam Munandar | 272 (Nadya & Muthalib, 2021).The term "inter-language error" describes this particular kind of blunder.An interlanguage error is another type of mistake.The lesser students familiarize with the target language, the more they are compelled to rely on their past knowledge (Siegel, 2015).This occurs when learners enter a course with little background in the target language.
Four main categories of errors occur inside a language (Harmer, 1987).They are overgeneralization, Ignorance of rule restriction, incomplete application of rules, and false concept hypothesized.

Overgeneralization
Overgeneralization occurs when "one aberrant structure is created in place of two conventional structures (Munandar & Srimurni, 2021)."This is known as overgeneralization, when a learner draws an incorrect conclusion about one structure in the target language from his exposure to other structures in the target language.In the context of learning a second language, it will be deceptive and useless.The use of "he is" rather than "he" is common; "he walks rapidly" is another example.
Second language learners make overgeneralizations by extending their proper knowledge of grammatical rules and different forms in given contexts to other contexts where theses grammatical rules and forms do not apply (Batubara et al., 2021).For instance, a second language learner may make an Interlingua error by forming the past simple of 'eat' as 'eated' because he or she knows that the past simple form of 'play' is 'played'

Ignorance of rule restriction
Ignorance of rule restriction is an error caused by ignoring the rule restrictions of existing structures.Some rule-restriction errors may be accounted for in terms of analogy; other instances may result from the rote learning of rules (Kumala et al., 2018).This is the application of rule to contexts where they do not apply.For example 'This is the man who I saw him'.That example violates the limitation on subjects and structures with whom.For instance, 'I made him to do it'.It does ignore restrictions on the distribution of make.Some rule restriction errors may be accounted for in terms of analogy and other may result from the rote learning of rules (Özkayran & Yılmaz, 2020).
It is found that in the current research the student cannot determine where the framework ends and where it begins.So, for example, if you find yourself saying something like, "I enjoy learning about the English language," it is better to say "learning" instead of "to learn about."

Incomplete application of rules
In incomplete application of rules, the occurrence of structures whose deviancy represents the degree of development of the rules required to produce acceptable utterances (Agustina, 2015).There are two possible causes, first is the use of questions in the classroom, where the learner is encouraged to repeat the question or the part of it in the answer.Second, is the fact that the learner may discover that he can communicate perfectly adequately using deviant forms.On the other hand, although young children learners appear to be able to learn a foreign language quite easily and to reproduce new sounds very effectively, most of older learners experience considerable difficulty.The Jurnal As-Salam Vol. 6 No. 2 Juli -Desember 2022: 269 -284 Shaumiwaty, Imam Munandar | 273 sound system and the grammar of the first language impose themselves on the new language and this lead to a foreign pronunciation, faulty grammatical patterns, and occasionally, to the wrong choice of vocabulary (Ming, 2021).
It is feasible that the structures that emerge in this kind of intra-linguistic error can be used to infer the level of rule development required to produce correct utterances.For example, you may say, 'He opened the door.'However, verbs with the '-ing' ending never occur naturally.Therefore, the sentence needs to be revised so that it makes sense.

False concept hypothesized
Many learners' errors can be attributed to wrong hypotheses formed by these learners about the target language (Ramli, 2013).For example, some learners think that is the marker of the present tense.So, they produce; 'He is talk to the teacher'.Similarly, they think that was is the past tense marker.Hence they say: It was happened last night.Semantic error describes this type of mistake made within one's language.The contrasts between the source language and the target language are misunderstood.The majority of the times, these mistakes are the result of inadequate grading practices in the classroom.
There are three general terms identified in language acquisition processes, which are: Transfer, Interference, and Overgeneralization (Manh, 2012).A transfer is a wide phrase that illustrates the accumulation of previous knowledge and performance for ongoing learning.A transfer is the impact of the target language's similarities and differences with any other language learned (however imperfectly) in the past (Kearney & Ellis, 1995).
Splitting the transfer in half makes more sense.There are both good and bad exchanges (Karim et al., 2018).When the learner's past knowledge (L1) contributes to the task at hand, we say that the transfer was successful.When something from the past is related to what we are talking about right now, for instance (L2).Interference between the last performance (L1) and the subsequent performance (L2) is an example of negative transfer.
The researchers use an Error Analysis (EA) technique grounded in earlier research.For this purpose, it is necessary to gather data from many language students, analyze that data to determine the nature and causes of error, and assess the severity of those errors (Kearney & Ellis, 1995).Learning gaps and challenges are two of the main foci of EA.It is not just second language (L2) learners who make mistakes; L1 (native) speakers do, too.
The research mentioned above shows that writing issues can arise under certain conditions.In this light, it is worth checking the writing mistakes of students with a high level of English competence at a university.It is hoped that the findings of this research would serve as either theoretical or practical resources for students of English as a foreign language.The outcomes may serve as a basis for review and introspection to better one's command of the English language.Sentence-level grammatical complexity or insufficient lexical items are to blame for students' writing challenges.Learners also struggle with issues of cohesiveness and coherence in their written expressions (Scott et al., 1995).

RESEARCH METHODOLOGY Research design
Using the Error Analysis (EA) method, this research focused on student writing mistakes.The author opted for a descriptive qualitative approach in his study.The author follows a four-part process in order to complete this work.First, he located the mistakes, categorized them, measured their severity, and last determined where they originated (Baker et al., 2007).Six theses written by Students from State Institute of Islamic Studies (IAIN) Takengon, Majoring English Language Education Department, were chosen as samples for this investigation.First, simple random sampling is employed, in which a sample is selected randomly from already-existing data.In this case, the sources of information are the thesis's final analysis and proposed changes.After then, descriptive methods were used to look into the data.

Research procedure
Multiple procedures were used to gather information for this investigation.First, the authors began their analysis of student writing by reading every single thesis.Next, writers noted grammatical flaws, most notably in the thesis's conclusion and suggested extension.Second, the authors created an error table to track down the specific mistakes the students committed.In the third place, the writers categorized the students' mistakes to find out what they made.In the end, the authors used the following formula to determine the mistake rate for each section (Arikunto, 2002).

Research participant and data collection
This study was carried in State Institute of Islamic Studies (IAIN) Takengon during the 2020/2021 academic year.This particular college was chosen as the research site due to some considerations.Firstly, due to the aspect of accessibility since I worked in the same institution which allowed me to conduct educational-related studies without involving too much administrative requirements to fulfill for research permission.Secondly, based on preliminary data collection, the English lecturers shared similar interest to gather information about the main grammatical problems that her students encounter in their writing production and use the information in deciding what to focus for future teaching.The population of this study is randomly chosen which included the six students' theses majoring English Language Education.Thus, the corpus of the study involved 6 theses, specifically chapter IV and V written by the students, each of which approximately consisted of 8000 to 12000 words.

Data Analysis
The data were analyzed adopting Corder"s (1967) approach of Error Analysis (EA), which involves four stages, namely: writing sample collection, error identification, error classification, and error quantification (Myles, 2002).To ensure the consistency of the findings, inter-rater reliability was employed in analyzing students' theses during the identifying and classifying stages.Two writing instructors at English department of IAIN Takengon were involved in identifying errors on students" writing and furthermore classifying them into eleven categories namely subject-verb agreement, word order, preposition, pluralization, punctuation, auxiliary use, unnecessary words, word choice parallel structure, redundant expression.To obtain the numerical data, the following percentage formula was used: The author collected student responses, calculated the mean, and then calculated the error rate for each category.

FINDINGS AND DISCUSSION Findings
The study revealed that there were a total of 175 instances of mistakes.Chart 1 below shows the distribution of grammatical errors.
The percentage of authors that made grammar mistakes in Chapters four and five of the Theses may be seen in Chart 1 above.
There were forty-two (24%) errors in using the unnecessary word, ten mistakes (6%) in subject-verb agreement, five mistakes (3%) in word order, eighteen mistakes (10%) in the use of a preposition, thirty mistakes (17%) in the use of an article, five (3%) in the plural form, twenty-eight mistakes (16%) in punctuation, ten mistakes (6%) in the auxiliary, five mistakes (3%) in the use of redundant words, eleven mistakes (6%) improper use of parallel structure, ten (6%) in the use of word choice.These findings suggest that improper use of words, articles, punctuation, and prepositions pose the most difficulties for students for various reasons.
Using a morphological-syntactic framework (Li et al., 2009), linguistic faults are categorized, and then each subcategory can be characterized using descriptive grammar in the target language (English).We will see the error distributions in the following tables

Subject-verb and agreement
Ten (10%) had problems with subject-verb and agreement in all the theses.What follows are a few illustrations:

Word order
The study discovered five instances of incorrect word order, or 3%, across all theses.Here are a few illustrations to illustrate my point.
Table 2. Word order errors.

No Error Correction
1. 1. "The subject matter by using mapping mind makes the structure of the material easy to repair." 2.

2. "Educators can quickly learn the subject from the material and develop it with the knowledge of educator."
"The subject matter by using mind mapping makes the structure of the material easy to repair.""Educators can quickly learn the subject from the material and develop it with the educator's knowledge."The third facilitates the organization of subject matter "Fourth, it helps students understand the Material given more deeply".

Article
Thirty mistakes were discovered in articles throughout all theses, representing 17%.Here are a few illustrations to illustrate the point.

No
Error Correction 1. "From theory above, it can be said that learning by using the mind mapping The method will be very helpful in learning English."

"This method can also motivate students in learning process."
"From the theory above, it can be said that learning by using the mind mapping method will be very helpful in learning English.""This method can also motivate students in the learning process."

Punctuation
Misuse of punctuation marks constitutes the sixth category.Twenty-eight mistakes can be found (16%).

Word choice
Wording mistakes make up the ninth category.A total of 10 mistakes (6%) might be unearthed.Table 9 details the mistakes made.

No
Error Correction 1. "The use of mind mapping has now become one that is feasible to be applied in learning in schools to universities, including in learning activities in education and training." 2. "Each learning method will certainly have obstruction in the process of the ongoing learning process but of course there will be efforts that will be made to overcome these obstacles, judging from the obstacles faced based on the results of interviews conducted with the English teacher class X at MAN 1 Aceh Tengah.""The use of mind mapping has now become one that is feasible to be applied in learning in schools to universities, including learning activities in education and training." "Each learning method will certainly have obstacles in the process of the ongoing learning process but of course there will be efforts that will be made to overcome these obstacles, judging from the obstacles faced based on the results of interviews conducted with the English teacher class X at MAN 1 Aceh Tengah."

Parallel structure
Errors in the parallel structure constitute the tenth category.It is possible to find seven mistakes (6%).The mistakes have been compiled in "With this method students will be active and it will be easier to understand the material".
"After conducting research at MAN 1 Aceh Tengah, the researcher conveys several suggestions as input regarding the application of the mind mapping method".

Redundancy
Redundant errors make up the eleventh category.five mistakes (3%) are of this kind.The mistakes have been compiled in table 11.

No Error Correction
1. 1. " This method is very important to apply to students in the classroom because this method is very interesting and very easy to remind, vary, and convey a goal directly so that students can write by conveying many ideas."

"After the researchers conducted interviews related to the application of the mind mapping method in class X, she tabulated the data."
"This method is very important to apply because this method is very interesting and very easy to remind, vary, and convey a goal directly so that students can write by conveying many ideas." "After the researchers conducted interviews in class X, she tabulated the data."

Discussion
Along with the previous findings, it should be noted that errors involving punctuation, the introductory article, and superfluous words predominated among the errors.As a result, it could be difficult for the students to identify the right building blocks.This suggests that some students still have difficulty with article usage.The learners also did not see how preexisting norms hampered them.According to Suryanto (Suryanto, 2014), this occurs due to the pervasive usage of the Indonesian language among students in all spheres of life.
The preposition forms also account for another group of mistakes.Students may not comprehensively understand the rules, notably the preposition forms.This Jurnal As-Salam Vol. 6 No. 2 Juli -Desember 2022: 269 -284 Shaumiwaty, Imam Munandar | 280 demonstrates that, especially for non-native speakers, writing is regarded as the most difficult talent to master (Mandarani, 2020).Sattayatham and Ratanapinyowong said that writing is difficult in some sense.Compared to verbal communication, writing is more involved.For this reason, instructors need to realize that effective writing lessons incorporate exercises, directions, and instructor comments (Sattayatham & Ratanapinyowong, 2008).Also, the auxiliary is a common source of mistakes.It could be difficult for the students to make the right choices while filling in the verb fields, especially regarding the auxiliary verb.Auxiliary verbs were often used incorrectly.It could be difficult for the students to select the appropriate auxiliary verb since they attempted to apply the grammar norms of their native language to English.This occurred because they lacked proficiency in the target language.
On the flip side, mistakes in subject-verb and agreement are uncovered.This suggests that the most noticeable distinction is that tenses determine verbs in English but not Indonesian.Writing is also the subject found to be the least valued by educators and students alike.Furthermore, the ability to write properly is not something that can be taught in a classroom (Arifin, 2019).
In another situation, there are found out improper forms of punctuation.Although this did not impact how the statement was understood as a whole, it could undermine the value of the thesis as a whole.Further, students were generally uninformed because punctuation has a little cognitive effect on the reader.This shows that writing is a sociocognitive process that necessitates the knowledge of various abilities, including vocabulary, grammar, syntax, style, and the writing system knowledge, in order to produce texts that are comprehensible and logical (Deni & Kristanto, 2017).The students' L1 and the classroom environment can impact how and what EFL students write.Students' prior writing experience (in their L1) is crucial in EFL settings.
We also detected some poor word selection errors.Unrealized consequences stem from rules being applied incorrectly.This suggests that poor grammatical skills can make writers less successful (Subekti, 2018).Ariyanti revealed three key obstacles EFL students encounter in writing, exactly, linguistic, cognitive, and psychological issues (Ariyanti, 2016).She advocated for instructors to encourage students to write and provide writing resources like dictionaries and peer editing.
The parallel structure also has various flaws that were discovered.This implies that English parallel structure forms are highly hard because they must be parallel structures in a sentence, such as a verb, noun, phrase, or clause.Through the use of parallelism or parallel construction, it will be shown that the sentence's constituent parts are interchangeable.Parallel structures, like verb forms, account for most of their mistakes.In addition, Ariyanti observed various differences between English and Indonesian such as structural and grammatical words and styles (Ariyanti, 2016).Students also need to transfer meaning from the Indonesian context into English so that a text can be understood by many readers, not only native speakers.
Redundancy was also observed, which is a problem.The students may understand the importance of proper word order or be unaware that it is necessary.Sattayatham and Jurnal As-Salam Vol. 6 No. 2 Juli -Desember 2022: 269 -284 Shaumiwaty, Imam Munandar | 281 Ratanapinyowong argue that there is a connection between writing and thinking and that good writing requires thought-out ideas and proper grammar, punctuation, and vocabulary use (Sattayatham & Ratanapinyowong, 2008).So, a pupil needs to be able to write logically and correctly.This occurs when learners receive insufficient exposure to the language they are supposed to master.
Although the errors were widespread, the findings suggest that subject-verb agreement, word order, preposition, article, plural form, unnecessary words, punctuation, and parallel structure are learners' most pressing grammatical issues.Overgeneralization, translation from the learner's first language, incomplete application of rules, and other aspects of performance all contributed to students' writing errors.According to Li (Li et al., 2009), most high school students lack the most fundamental skills in using English in everyday situations.This is also evident in the university's theses, which fall far short of the national norm for English language competence.Several factors, including cultural norms and attitudes, classroom dynamics, individual student traits, and linguistic features of the English language, could be contributors (Mappiasse & Bin Sihes, 2014).English as a foreign language is rarely employed beyond of formal education settings.Students in Indonesia typically switch to speaking Indonesian or their native language outside the classroom.The state of it affects how well Indonesian students learn English (Suryanto, 2014).According to Suryanto (2015), Indonesian students are introverted, silent, and culturally passive.Despite the instructor's repeated requests, they did not participate in any classroom exercises (Suryanto, 2014).
Regarding learning a second language, the student's misunderstanding led to the student's mistakes.They made the common mistake of assuming that foreign-language forms are equivalent to their mother-language counterparts (interlingua errors).Further, the student's errors are exacerbated by the negative transfer of items within the target language (intralingual errors) (Sari, 2016).In addition, transfer was caused by the similarities and differences between the target language and other languages already acquired (Li et al., 2009).There were two separate transactions made.There are two types of transfer: negative and positive.When the learner's prior knowledge (L1) is helpful for the task, we say that a positive transfer has happened.In the case of negative transfer, also known as interference, the final performance (L1) impacted the second performance (L2).An article by Li (Li et al., 2009) confirms that natural speakers of a foreign language make mistakes when using Interlingua because of interference.Then, the learner's mother language interferes with the target language, leading to the development of interlingual mistakes.Until they had mastered the notion in the target language, students frequently resorted to using concepts from their first language.The term "inter-language error" describes this particular kind of blunder.An intra-linguistic mistake was also made.Then, it is broken down into four sections: First, only part of the rule is being applied; second, incorrect notions are being theorized; third, rule limitations are being ignored; and fourth, generalizations are being made that are too broad.

CONCLUSION
Most of the 175 total errors were punctuation, article, and filler word related.There are eleven distinct types of errors that students make: 6% subject-verb agreement mistakes, 3% word order mistakes, 10% preposition mistakes, 17% article mistakes, 3% plural form mistakes, 16% punctuation mistakes, 6% auxiliary errors, 24% superfluous words mistakes, 6% word choice mistakes, 6% parallel structure mistakes, and 3% redundancy mistakes.This pointed to the learner's incompetence in employing and comprehending a foreign language system as the root cause of the errors.Students' lapses in concentration, lack of care, low of energy, shortage of ideas, lacking of reading and writing practice.Other influencing factors include interference from the student's mother language, hasty generalization, translation from the mother language, rule incomplete application, and other aspects of performance all contributed to their flawed theses.On the other hand, error stems from students' inadequate command of a target language.
Consequently, this research might propose some relevant contributions.Writing is difficult and often more difficult than speaking.Here, the educator must realize that writing entails doing actual work and getting comments from their students.When compared to other subjects, writing is rarely emphasized in the classroom.Moreover, the capacity to write well is not something that can be acquired by natural means.It requires instruction.Two of a teacher's most important responsibilities are motivating pupils to write and providing them with constructive writing activities like peer editing.
Furthermore, the findings in this research implicate the relevant parties such as teachers and educators to put more emphasis on effectively teaching those grammatical items presented above.Teachers and educators should figure out what methodologies that effectively suit their students' needs.A further need of further research is also on demand in order to analyze the students' errors in writing theses in any other universities.

Table 1 .
Subject-verb and agreement errors.
Table 6 details the mistakes that were made.Redundant word use makes up the seventh category.A total of 42 mistakes (24%) may be discovered.Table 8 lists the mistakes that were made.Table 8.Unnecessary words errors