This research is conducted to analyze the common errors in writing speech
made by the students at the fifth semester of English study program group Four of
IAIN Bone and describe the causes of errors.
The subject of this research is students of English study program group
Four consisting each ten students. The method of this research is descriptive
qualitative with a case study approach.
In analyzing the types of errors, it can be inferred that among four types of
errors is omission, addition, selection and misordering. Common errors are done
on the second type of addition. Especially on simple addition error. The researcher
concluded that common errors appear in addition especially in simple addition
caused of carelessness.
A. Conclusion
Based on the result of data analysis and discussion in the previous
chapter, the researcher concluded that students of the fifth semester of English
study program of IAIN Bone were made errors in writing forming plural of noun
in the types of errors included omission, addition, selection and misordering and
the students made the common error in addition, especially in simple addition.
The students made errors in writing forming plural of noun is caused by
carelessness, translation and first language but in this research, the researcher
found out the causes of the common errors made by students was carelessness
because the students often make sentences carelessly, so they have many errors in
their writing.
B. Suggestion
Error is something unavoidable in teaching and learning process of foreign
language. Therefore, it can be improved by learn more about both enhance
vocabularies and grammatical function. Here are some suggestions that hopefully
can be applied in teaching and learning process.
1. For the English teacher
From the recent findings show that students still made errors in surface
strategy taxonomi, especially in addition. The lack knowledge about the
rule of writing is the one of many problems that caused students became
confuse in written process, so they still made errors. The lecturer should be
able to increase and improve their student‟s knowledge and their
knowledge about writing composition especially in addition. The lecturer
also gives motivation for the students to practice their ability in various
aspects of English skill.
2. For the next researcher
Here, the researcher suggests to the next researcher can analyze thetypes and
the causes of errors in writing forming plural of noun by the levels of
language deeper and better than thisresearch. Then the different object such as
the errors in the oralproduction or the error in the students‟ task. The other
researcher can analyze by using the different manner. And also the next
researchers are expected to extend this research. So, the reader will have
better and deeper understanding related to the study.

STAR20180299

299/2018

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