The causes of grammar errors are overgeneralization, ignorance of rule restriction, incomplete application of rules, and false concepts hypothesized.Ībstrak: Penelitian ini diterapkan dengan tujuan untuk mengetahui persepsi guru tentang sebuah metode pembelajaran bahasa Inggris: Pembelajaran Bahasa yang Komunikatif (Communicative Language Teaching), dan juga untuk menyelidiki lebih dalam keterkaitan antara persepsi tersebut terhadap penerapannya di dalam proses pembelajaran bahasa Inggris. The descriptions of their errors are: omission, overinclusion, misselection, misordering, and blends. The findings show that the undergraduate students commit grammar errors in writing English essay. The technique of the data analysis used in this research referred to the content analysis. The technique of the data collection used in this research was documentary method.

The object of the study was the grammar errors committed by the undergraduate students in writing English essay.

The subjects were the written English essay of undergraduate students at Teacher Training Faculty of HKBP Nommensen University Pematangsiantar (FKIP-UHN PS). This research is categorized to a case study with a qualitative design.

The theoretical framework used in this research refers to the error analysis theories i.e., Lunsford, 2001 James, 1998 Brown, 1980 Richards, 1974 and Corder, 1971. It deals with the grammar errors analysis of the undergraduate students’ writing. Keywords: knowledge, comprehension, application, analysis, synthesis, evaluationĪbstract: This paper is about a research on the error analysis of writing essay. This study concluded that reading tests of Indonesia’s National Examination for English subject from year 2005- 2011 were not in line with Bloom’s perception. This also means that comprehension is the most dominant level of cognition that has been examined in National Examination. Other levels such as: application, synthesis, and evaluation are null. The researcher found out that there were only 3 levels that had been tested for reading section in the national examination: comprehension (55,8%), analysis (25%), and knowledge (19,2 %). The object of this research was the level of difficulties of reading section questions. The subjects of this research were the documents of national examination questions for Vocational School (SMK) from year 2005 to 2011. This study was a qualitative research which was conducted by applying documentary analysis. Key Words: Pronunciation, vowels, diphthongs, consonants, mother-tongueĪbstract: This research article was about identifying and analyzing the cognition levels ofĮnglish reading tests in Indonesia’s national examination which refer to Bloom’s taxonomy (1956), such as: knowledge, comprehension, application, analysis, synthesis, and evaluation. Phonemes (consonants, vowels, and diphthongs) and stress to class of beginner, and to be a The researcher suggests English teachers to introduce English Of mother tongue in the students’ pronunciation is the absence of such phonemes in ‘Aksaraīatak’ (Batak’s Script). In conclusion, the cause of the interference (4) suffix –s /z/ or /s/, and suffix–ed /d/ or /t/ or /id/. The researcherįind out that the interference of students’ mother tongue, namely: Batak Toba language, made Standard English Pronunciation, after that identifying the students’ problems. Transcribing the students’ voice into phonetic transcription, and then comparing them to the Those students come from Batak Toba cultural background. The subjects are the grade 11 students of STM HKBP Pematangsiantar. Which is focused on English vowels, diphthongs, and consonants. This research is conducted to find out the students’ problems in pronouncing English words

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