Addition Errors Research Articles

De Novo Synthesis of Error-Free Long Oligos.

This protocol describes the synthesis of long oligonucleotides (up to 401-mer), their isolation from complex mixtures using the catching-by-polymerization (CBP) method, and the selection of error-free sequence via cloning followed by Sanger sequencing. Oligo synthesis is achieved under standard automated solid-phase synthesis conditions with only minor yet critical adjustments using readily available reagents. The CBP method involves tagging the full-length sequence with a polymerizable tagging phosphoramidite (PTP), co-polymerizing the sequence into a polymer, washing away failure sequences, and cleaving the full-length sequence from the polymer. Cloning and sequencing guided selection of error-free sequence overcome the problems of substitution, deletion, and addition errors that cannot be addressed using any other methods, including CBP. Long oligos are needed in many areas such as protein engineering and synthetic biology. The methods described here are particularly important for projects requiring long oligos containing long repeats or stable higher-order structures, which are difficult or impossible to produce using any other existing technologies. © 2024 Wiley Periodicals LLC. Basic Protocol 1: Long oligo synthesis Support Protocol 1: Synthesis of polymerizable tagging phosphoramidite (PTP) Support Protocol 2: Synthesis of 5'-O-Bz phosphoramidite Basic Protocol 2: Catching-by-polymerization (CBP) purification Basic Protocol 3: Error-free sequence selection via cloning and sequencing.

Grammatical Errors in Students’ Recount Text Writing (A Case Study in The Third Grade of SMAN 22 Jakarta)

This study is aimed to find out grammatical errors and the sources of errors in students’ recount texts. The subject of this study is the third-grade students of SMAN 22 Jakarta in the academic year 2023/2024 which consists of 23 students. Specifically, their recount texts focused on recounting their vacation activities. From the entire third-grade class of 23 students, 16 students were selected as the study sample using the purposive sampling technique. This study used a qualitative approach to analyze and identify grammatical errors. The analysis was carried out by referring to Dulay, Burt & Krashen’s theory, a surface strategy taxonomy consisting of Omission, Addition, Misformation, and Misordering and the sources of errors based on Ellis’s theory are Interlingual Transfer and Intralingual Transfer. The result of this study showed that the total number of grammatical errors made by the students in their recount texts is 32 errors. Which consist of 4 omission errors, 7 addition errors, 8 misordering erros, and 13 misinformation errors. Accordingly, the most frequent error is misinformation error which corresponds to 13 (40,6%) of the total error. Furthermore, this study also revealed that most of the errors are caused by Intralingual Transfer (30 errors or 94% of the total error). Based on these findings, it concluded that the students had some difficulties in applying English grammar rules in their writings. Therefore, it is suggested to be aware and pay more attention to improve the English teaching and learning process.

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN WRITING REPORT TEXT AT ELEVENTH GRADE SMAS TAMANSISWA SINGOSARI MEDAN

<p>This study, titled <em>“An Analysis of Students’ Grammatical Errors in Writing Report Text at Eleventh Grade SMAS Tamansiswa Singosari Medan”.</em> The study aimed to find out what types of grammatical errors in the students' report text writing and the causes of the errors. The research employed a descriptive qualitative method, focusing on 11th-grade students from the IPS2 class at SMAS Tamansiswa Singosari Medan. Data collection was conducted through documentation and interviews. The analysis followed the steps outlined by Gass and Selinker, which included collecting the data, identifying students’ errors, classifying errors, and analyzing cause of error. The findings revealed four types of errors in the students' report texts: omission, addition, misformation, and misordering, totaling 44 errors. Specifically, there were 10 omission errors (22.72%), 13 addition errors (29.54%), 12 misformation errors (27.27%), and 9 misordering errors (20.45%). The most frequent error type was addition, with the total 13 or 29.54% errors. The causes of these errors were identified as carelessness, influence from the first language, and issues with translation.</p>

Identifying Pronunciation Errors in English Among Postgraduate Students: A Phonetical Perspective

This research aims to address two primary problem statements: first, to identify the types of English pronunciation errors made by third-semester students in the postgraduate English language education program; and second, to determine the sources of these pronunciation errors among the same cohort of students. This research used a combination of phonetic and quantitative error analysis to identify the pronunciation errors among postgraduate students. The results showed that there were 16.16% of omission errors, 11.97% addition errors, 71.85% of word formation errors, and students 0% of word ordering error. For the sources of errors in the pronunciation of all students during the proposal seminar, researcher found that there was incomplete application of rule is source from omission errors such as letter /g/, /ʃ/, /dʒ/, /ə/, /ɪ/, /ɑː/, /t/, and /h/. The next source of errors false concepts hypothesized is source from addition errors such as letter /ɒ/, /ʌ/, /s/, /g/, /e/, /ɑː/, /u/, /w/, /a/, /j/, and /r/. There is also overgeneralization is source from misformation errors such as letter /aʊ/, /ɔː/, /h/, /ʒ, etc. Meanwhile for ignorance of rule restriction is source from misodering errors all students for misodering did not make that mistake.

An Error Analysis Of Article System: A Case Of ESP Students

Analyzing errors is very important for ESP students because they can relate to their work, it also provides ESP students with corrections Errors in learning behavior. This research aimed to investigate the errors, the most prominent type, and the causes of errors in using English articles in academic writing. The Researcher examined the academic writing by the ESP students. The researchers use an analytical parameter developed based on Biber et al. (1999) to analyze article errors. The causes of errors were obtained through a questionnaire developed based on the categories proposed by Brown (2007). After analyzing the data, the Researcher found 30 errors in Addition, Omission, and substitution categories. The most prominent type of Error is omission error, with a frequency of 293 occurrences or 76%. The main type of omission error is an omission of the definite article "the" before nouns or noun phrases. In contrast, the major cause of errors is mother tongue influence, with an average mean of 4.17 in the questionnaire responses. This study's findings indicate the need for teaching strategies and materials to prevent common article usage errors.

Kesalahan Penggunaan Kata Kerja “Juyou” dan “Yongyou” dalam Karangan Mahasiswa STBA-PIA Medan Semester VII T.A. 2020/2021

The aim of this research is to describe the types of language errors and the factors that cause them in the use of the verbs jùyǒu and yōngyǒu in Mandarin essays in the seventh semester of STBA-PIA T.A. 2020/2021. This research uses a qualitative descriptive research design to achieve the research objectives. The subjects of this research were 40 students. The data collection techniques used are documentation techniques to determine the types of language errors and interview techniques to determine the factors that cause these language errors. This research obtained results showing that there were four types of errors made by students of the fourth year Chinese literature study program STBA-PIA Medan semester VII, namely subtraction errors of 1 sentence (1.2%), addition errors of 7 sentences (8 .2%), replacement errors were 74 sentences (87.1%) and sequencing errors were 3 sentences (3.5%), where replacement errors were the highest type of error among the four types of errors. Apart from that, the factors causing errors in using the verbs jùyǒu and yōngyǒu can be divided into two, namely interlingual factors as many as 3 people (30%) and intralingual factors as many as 7 people (70%).

Value of improved nursing measures and enhanced nursing management to reduce the occurrence of adverse events in pediatric infusion.

Intravenous infusion is a common method of drug administration in clinical practice. Errors in any aspect of the infusion process, from the verification of medical orders, preparation of the drug solution, to infusion by nursing staff, may cause adverse infusion events. To analyzed the value of improving nursing measures and enhancing nursing management to reduce the occurrence of adverse events in pediatric infusion. The clinical data of 130 children who received an infusion in the pediatric department of our hospital from May 2020 to May 2021 were analyzed and divided into two groups according to the differences in nursing measures and nursing management: 65 patients in the control group received conventional nursing and nursing management interventions, while 65 patients in the observation group received improved nursing measure interventions and enhanced nursing management. The occurrence of adverse events, compliance of children, satisfaction of children's families, and complaints regarding the transfusion treatment were recorded in both groups. The incidence of fluid extravasation and infusion set dislodgement in the observation group were 3.08% and 1.54%, respectively, which were significantly lower than 12.31% and 13.85% in the control group (P < 0.05), while repeated punctures and medication addition errors in the observation group were 3.08% and 0.00%, respectively, which were lower than 9.23% and 3.08% in the control group, but there was no significant difference (P > 0.05). The compliance rate of children in the observation group was 98.46% (64/65), which was significantly higher than 87.69% (57/65) in the control group, and the satisfaction rate of children's families was 96.92% (63/65), which was significantly higher than 86.15% (56/65) in the control group (P < 0.05). The observation group did not receive any complaints from the child's family, whereas the control group received four complaints, two of which were due to the crying of the child caused by repeated punctures, one due to the poor attitude of the nurse, and one due to medication addition errors, with a cumulative complaint rate of 6.15%. The cumulative complaint rate of the observation group was significantly lower than that of the control group (P < 0.05). Improving nursing measures and enhancing nursing management can reduce the incidence of fluid extravasation and infusion set dislodgement in pediatric patients, improve children's compliance and satisfaction of their families, and reduce family complaints.

A GRAMMATICAL ERROR ANALYSIS ON THE TRANSLATION OF SIXTH SEMESTER STUDENTS ENGLISH EDUCATION STUDY PROGRAM OF STIT IBNU RUSYD TANAH GROGOT

The objectives of the study are to know the most common grammatical errors made by the sixth semester students of English Education study program, STIT Ibnu Rusyd Tanah Grogot in translation recount text, and to identify the causes of the errors. The sample of this research 10 students. The method which is used in this research is descriptive analysis. Firstly, students were given the text in Bahasa about recount text. Afterwards, the data were collected, identified, and then classified based on grammatical classification. The result of the study showed that The most common errors made by sixth semester students of English Education study program in the level of grammar were Misformation (regularization). First, the frequency of misformation (regularization is 260 errors under the percentage 69,5 % of total errors. Second, the total error of omission (content of morphemes is 81 errors under the percentage 21,7 %. The third is 10 errors or 2,7 % from misformation (archi-forms), 9 errors or 2,4 % from addition (simple), 6 errors or 1,6% from addition (double marking), 5 errors or 1,3 % from misformation (alternating-forms), 2 errors or 0,5 % from omission (grammatical of morphemes) and 1 errors or 0,3 % from misordering. However, there are no errors in addition (overgeneralization). The errors were suspected because they were unappropriate with the learning style. It still confused the students which one the learning style that appropriate with theirself in learning grammar. It means that the most common errors made by the students derived from communication of strategies. Keywords: Grammar, Translation, Students’ errors

A CORPUS-BASED STUDY OF SIMPLE PAST TENSE ERRORS IN MALAYSIAN LEARNERS’ ENGLISH WRITING

In mastering the English language, learners need to be able to comply with its grammatical rules. Most previous corpus-based studies about learners’ grammar errors have examined the non-Malaysian context. Therefore, the overarching aim of this study is to investigate simple past tense errors in Malaysian English as a Second Language (ESL) secondary school learners’ writing. Employing a corpus-based error analysis approach, it specifically intends to identify the types of simple past tense errors in Malaysian ESL secondary school learners’ writing and the frequency of simple past tense errors in Malaysian ESL secondary school learners’ writing. To this end, the English of Malaysian School Students (EMAS) corpus, in particular the sub-corpus of Malaysian learners’ narrative essays was analysed based on two main frameworks. The Error Analysis Framework was adapted for the error analysis procedure, while the Surface Strategy Taxonomy Framework was used for the classification of types of errors. Online corpus tools such as Part-Of-Speech (POS) the Constituent Likelihood Automatic Word-Tagging System (CLAWS) and Antconc version 3.5.8 were employed as the instruments of the study. The findings of the study showed that there are three types of simple past tense errors in the learners’ writing, namely Error of Omission, Error of Addition and Error of Misformation. Misformation is the most popular type of simple past tense error committed by the learners. The findings of the study would be useful for the Malaysian context of ESL learners’ curriculum design and pedagogy.

An Analysis of College Students’ Morphological Error in Translating Recount Text from Indonesia to English Using Surface Strategy Taxonomy

This study aims to determine what morphological level errors appear in college students' translation of recount texts from Indonesian to English based on Dulay's theory of surface strategy taxonomy. Referring on this theory, errors are divided into omission, addition, mis-formation and mis-ordering. This study was conducted in a descriptive qualitative method. The population was the members of UKM Bahasa Universitas Islam Negeri Raden Intan Lampung with the sample used in this study were 15 members of UKM Bahasa taken with random sampling technique by sharing the Google Form link to all the population and only collected 15 participants. The data of this study were participants' translation results in translating recount text from Indonesian to English, which they sent in the Google Form link. The result of this study shows that there are 130 morphological errors made by students in translating recount text. The most common morphological error is inflectional error, which appears 37 times; the least common is pronoun error, and the auxiliary error, which appears 6 times. Meanwhile, the most common error in the surface level of taxonomy strategy is mis-formation error which appears 58 times, followed by omission error 42 times and addition error 30 times. In this study, researchers did not find any mis-ordering errors that appeared.

Inf-sup stabilized Scott–Vogelius pairs on general shape-regular simplicial grids for Navier–Stokes equations

This paper considers the discretization of the time-dependent Navier–Stokes equations with the family of inf-sup stabilized Scott–Vogelius pairs recently introduced in [John/Li/Merdon/Rui, Math. Models Methods Appl. Sci., 2024] for the Stokes problem. Therein, the velocity space is obtained by enriching the H1-conforming Lagrange element space with some H(div)-conforming Raviart–Thomas functions, such that the divergence constraint is satisfied exactly. In these methods arbitrary shape-regular simplicial grids can be used.In the present paper two alternatives for discretizing the convective terms are considered. One variant leads to a scheme that still only involves volume integrals, and the other variant employs upwinding known from DG schemes. Both variants ensure the conservation of linear momentum and angular momentum in some suitable sense. In addition, a pressure-robust and convection-robust velocity error estimate is derived, i.e., the velocity error bound does not depend on the pressure and the constant in the error bound for the kinetic energy does not blow up for small viscosity. After condensation of the enrichment unknowns and all non-constant pressure unknowns, the method can be reduced to a Pk−P0-like system for arbitrary velocity polynomial degree k. Numerical studies verify the theoretical findings.

“The impact of orthognathic surgery on articulation proficiency and speech intelligibility in skeletal Class III malocclusion: 18 months follow up”

IntroductionOrthognathic surgery results in the positional change of the maxilla and mandible that may affect speech. The present study evaluated the effect of combined maxillary advancement and mandibular setback surgery on articulation proficiency and speech intelligibility in patients with non-syndromic skeletal Class III malocclusion. MethodsIn this prospective study, twenty-five patients with skeletal class III malocclusion and consecutively treated with Lefort-1 maxillary advancement and mandibular setback (BSSO) orthognathic surgery were included in this study. The speech sample was recorded with a digital audio tape recorder one day before surgery and at 3, 6, 9, 12 and 18 months after surgery. Three qualified and experienced speech and language pathologists evaluated articulation errors and intelligibility of speech samples. Repeated One-way analysis of variance was used to compare articulation proficiency and speech intelligibility at different time intervals. ResultsThe substitution, omission, distortion and addition errors showed no significant changes at 3 months and 6 months. The total articulation errors decreased to zero at 9 months and no significant increase was observed till 18 months (P < 0.05). Speech intelligibility showed statistically non-significant improvement at any time interval. Cephalometric skeletal parameters SNA and N ḻ A°. were significantly correlated with addition and total articulation errors at 18 months follow up. ConclusionsThe ortho-surgical treatment improves speech (decreases. articulation errors) in most of the patients usually 6–9 months post-surgery. Speech intelligibility is not affected by bimaxillary orthognathic surgery in skeletal class III patients. The articulation errors were correlated to changes in position of maxilla.

AN ANALYSIS ON GRAMMATICAL ERRORS IN WRITING DESCRIPTIVE TEXT AT MTS NEGERI LABUHANBATU SELATAN

&lt;p&gt;Based on the findings and discussions in the previous chapter, the researcher concluded the type of errors are usually made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text, and the cause of errors made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text. The conclutions are as follows The type of errors are usually made by the second grade students of MTsN 2 Labuhanbatu using descriptive text. Based on the description in previos chapter, it can be concluded that the second grade of MTsN 2 still made the errors when the students were asked to a descriptive text. The types of errors made by the students on writing descriptive text are based on surface strategy taxonomy which are classified into omission, addition, misformation, and misordering. After counting the errors, the researcher found 35 total of errors consisting of 16 errors of omission, 8 errors of addition, The cause of errors made by the second grade students of MTsN 2 Labuhanbatu using writing descriptive text. After analyzing each types of errors found in descriptive text in students writing of the second grade of MTsN 2 Labuhanbatu, the researcher can find some causes of errors. They are interlingual and intralingual transfer. Interlingual transfer is errors that are influenced by the interference of users mother tongue. The users still apply Indonesian pattern into English when they translate the sentences. Then intralingual transfer occurs when students get difficulty learn the second language.&lt;/p&gt;

An error analysis on translation made by the sixth semester students of English Department of IKIP Gunungsitoli

The Objective off this study are to describe (1) the kinds of error made by the 6th semester students of English Department when translating Indonesia text into English, (2) the dominant error made by students, 3) how students made the error when translating Indonesia text into English text. This study used the descriptive qualitative research. The subject of this research is the 6th semester students and the object in this research is all the errors on translation made by students. The data collected to answer all the research problems are all the errors made by students. Based on data analysis, the writer finds that 1) students made error in Omission, Addition, Mis-formation, and Mis-ordering errors, 2) students made more dominant error in Mis-formation error, 3) students made error by: a) omitting an item that must appear in well-formed utterance, b) adding an item that must not appear in well-formed utterance, c) using the incorrect morpheme or group or structure, d) doing the incorrect placement of a morpheme or group of morpheme. The conclusion of this study is, the students are lack of vocabulary when doing translation. It is suggestion to the students to enrich their vocabulary and to the lecturer to enrich their students’ vocabularies by giving them daily new vocabularies.

The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study.

Arithmetic calculation is a fundamental skill for mathematical learning and daily life. However, elementary school students often make errors in practice. Grounded in the schema theory and the memory retrieval theory of mental arithmetic, this study employs a controlled experiment to investigate the effect of a schema-based method in correcting persistent errors in mental arithmetic, specifically in the context of simple addition operations. The experimental group utilizes a schema-based method to help participants rectify incorrect answers in memory retrieval, while the control group did not receive this treatment. The results showed that significant differences emerged between the experimental and control groups in both the post-test performance and the reduction of persistent error count, indicating that the experimental group had rectified incorrect answers in memory; and persistent errors in simple addition were indeed caused by interference from incorrect answers during memory retrieval; and the schema-based method proves to be effective. The findings of this study contribute to enhancing practical mental arithmetic instruction, assisting students in correcting relevant errors, and improving their mental arithmetic abilities. Not only does it offer directive guidance for teaching practices, but it also provides an enlightening reference for promoting innovative teaching methods.

An Error Analysis Of Undergraduate Students’ English Pronunciation

English Pronunciation error cannot be underestimated. Especially for students who majoring English in Higher Education. Thus, the purpose of this research was to find out the types of pronunciation Error which were consonant and vowel sounds made by the second semester students of English Education Department of Megarezky University based on surface strategy taxonomy and the dominant errors between vowels and consonants. The research design was descriptive qualitative with a focuse on pronunciation errors. The result of this study indicate that there were 70 errors made by the second semester students while reading aloud an english short text. It was found 37 errors on pronouncing vowels (52.85%) and 33 errors on pronuncing consonants (47.14%) in the linguistics category. While, there were 5 omission errors (7.14%), 8 addition errors (11.42%), 48 misformation errors (68.57%), and 9 misordering errors (12.85%) in the surface strategy taxonomy. It can be concluded that the pronunciation errors were made by the second semester students of English Education Department of Megarezky University namely, pronunciation and errors based on linguistic catogery taxonomy is a misformation errors.

Examining Syntactic Errors in Essay Writing Among EFL Students: A Case Study of ESEF Ibn Tofail University

This article presents a thorough examination of error patterns within essays written by students enrolled at Ibn Tofail University, focusing on four major types of errors: Omission Addition, Mis-ordering, and Mis-formation. Utilizing data collected through essays and coded through content analysis. The data collected were analysed through SPSS, descriptive analysis, the study investigates the prevalence, distribution, and characteristics of these errors across a diverse range of essays. Through frequency distributions and skewness analysis, significant perspectives into error distributions and patterns emerged, revealing varying degrees of writing proficiency among the sample. The findings showed that the most frequent syntactic errors in students’ writings are addition errors and the most infrequent ones are mis-ordering. Professors may need to focus more attention on addressing and correcting addition errors, as they appear to be more prevalent and may have a greater impact on the overall clarity and coherence of students’ writing. Meanwhile, less emphasis may be needed on Mis-ordering errors, although they should still be addressed to ensure students develop strong syntactic skills and produce well-structured compositions.

Using ChatGPT-4 to Create Structured Medical Notes From Audio Recordings of Physician-Patient Encounters: Comparative Study.

Medical documentation plays a crucial role in clinical practice, facilitating accurate patient management and communication among health care professionals. However, inaccuracies in medical notes can lead to miscommunication and diagnostic errors. Additionally, the demands of documentation contribute to physician burnout. Although intermediaries like medical scribes and speech recognition software have been used to ease this burden, they have limitations in terms of accuracy and addressing provider-specific metrics. The integration of ambient artificial intelligence (AI)-powered solutions offers a promising way to improve documentation while fitting seamlessly into existing workflows. This study aims to assess the accuracy and quality of Subjective, Objective, Assessment, and Plan (SOAP) notes generated by ChatGPT-4, an AI model, using established transcripts of History and Physical Examination as the gold standard. We seek to identify potential errors and evaluate the model's performance across different categories. We conducted simulated patient-provider encounters representing various ambulatory specialties and transcribed the audio files. Key reportable elements were identified, and ChatGPT-4 was used to generate SOAP notes based on these transcripts. Three versions of each note were created and compared to the gold standard via chart review; errors generated from the comparison were categorized as omissions, incorrect information, or additions. We compared the accuracy of data elements across versions, transcript length, and data categories. Additionally, we assessed note quality using the Physician Documentation Quality Instrument (PDQI) scoring system. Although ChatGPT-4 consistently generated SOAP-style notes, there were, on average, 23.6 errors per clinical case, with errors of omission (86%) being the most common, followed by addition errors (10.5%) and inclusion of incorrect facts (3.2%). There was significant variance between replicates of the same case, with only 52.9% of data elements reported correctly across all 3 replicates. The accuracy of data elements varied across cases, with the highest accuracy observed in the "Objective" section. Consequently, the measure of note quality, assessed by PDQI, demonstrated intra- and intercase variance. Finally, the accuracy of ChatGPT-4 was inversely correlated to both the transcript length (P=.05) and the number of scorable data elements (P=.05). Our study reveals substantial variability in errors, accuracy, and note quality generated by ChatGPT-4. Errors were not limited to specific sections, and the inconsistency in error types across replicates complicated predictability. Transcript length and data complexity were inversely correlated with note accuracy, raising concerns about the model's effectiveness in handling complex medical cases. The quality and reliability of clinical notes produced by ChatGPT-4 do not meet the standards required for clinical use. Although AI holds promise in health care, caution should be exercised before widespread adoption. Further research is needed to address accuracy, variability, and potential errors. ChatGPT-4, while valuable in various applications, should not be considered a safe alternative to human-generated clinical documentation at this time.

AN ERROR ANALYSIS ON THE USAGE OF COHESIVE DEVICES IN THE ENGLISH WRITTEN COMPOSITIONS OF ALTERNATIVE LEARNING SYSTEM (ALS) LEARNERS

This qualitative research aimed to identify errors in the usage of cohesive devices in the English written compositions of Alternative Learning System (ALS) learners. Employing Corder's (1974) Error Analysis framework, the study identified error types and frequencies in compositions collected from three Tagum City secondary schools offering ALS programs. A comprehensive error analysis of the ALS learners' English written compositions revealed 126 errors concerning the usage of cohesive devices. The study finds selection errors (48 instances) most prevalent, indicating misuse of cohesive devices that do not accurately convey intended meaning or context. Learners also commit omission errors (30 instances), failing to use cohesive devices that are vital for linking ideas, and addition errors (26 instances), employing unnecessary or incorrect devices that disrupt sentence structure. Less frequent ordering errors (14 instances) involve misplaced devices leading to misinterpretations. These findings highlight the difficulty ALS learners face in using cohesive devices effectively to connect ideas within intended meaning and grammatical context of their written compositions. They underscore the critical need for targeted instructional strategies to address these challenges, aiming to enhance learners' knowledge and skills in utilizing cohesive devices. By mastering their use and application in writing, learners can improve the coherence, cohesion, and overall competence of their written English, ultimately enhancing their writing skills and language proficiency.

Surface Strategy Taxonomy in Errors Analysis: Made by the Students of Senior High School

This research was conducted to find out and analyze the grammatical errors in translating Indonesian procedure text into English. The aim of this research was to find out and analyze the errors and their types. This problem was categorized under grammatical errors using four types of Dullay’s Strategy Taxonomy, they are omission, addition, misformation, and misordering. The researcher used descriptive qualitative method. Generally, there are several techniques to collect data needed such as the researcher prepared two Indonesian procedure texts, then gave the texts to the students. The researcher used test technique to collect the data needed and the test was done for 60 minutes in class. The data were presented in the form of table and ordered based on each of the translation problems to make it easier for the analysis. The result of the data analysis reveals that the problems which occurred in the students’ worksheet are related to the types of grammatical errors (33,48 %) omission errors, (4,21 %) addition errors, (4,44%) misformation errors, (57,84%) misordering errors. The most identified error belongs to misordering error which is given the highest score to the total number of errors identified (57,84%) and the least identified one belongs to addition error category (4,21%). The fact indicates that there are some students who have adequate knowledge in translating the texts. In other words, there are also students who have problems in translating Indonesian procedure texts into English