Error Analysis in Descriptive Texts of Third-Semester EFL Learners: A Case Study

Abstract

This study investigated sentence structure errors in descriptive texts written by third-semester English as a Foreign Language (EFL) students at Universitas Serambi Mekkah. Using a descriptive qualitative approach, the research analyzed 20 student essays to identify common grammatical mistakes and their underlying causes. The analysis revealed that tense consistency, especially in the use of the simple present tense, was the most frequent error (35%), followed by subject-verb agreement, word order, and imprecise word choice. Additionally, students demonstrated limited use of sensory language, which weakened the descriptive quality of their writing. Semi-structured interviews identified several contributing factors to these errors, including first language (L1) interference, inadequate grammar knowledge, lack of writing practice, insufficient feedback, and a habit of word-for-word translation. These findings suggest a pressing need for targeted grammar instruction, increased writing exercises, and constructive feedback to enhance students' writing accuracy and fluency in EFL contexts.