ANALYSIS OF THE TERTIARY STUDENTS’ ENGLISH WRITING ERRORS; WHAT ERRORS ARE AND WHAT LEVELS ARE

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INTRODUCTION
Nowadays, English has increasingly been considered as lingua franca in terms of as a media of social interactions with the world inhabitants. Language can be divided into four skills, namely listening, speaking, reading, and writing as well as pronunciation, grammar, and vocabulary. Eventually language skills can be productive skills and receptive skills. Writing skill is a part of the productive one which must be increased because it can be utilized to express what is heard and read. Thus, the four language skills must be integrated one another in the purpose of attaining the objective of language learning. Writing is the most-complicated skill among the others. It would be avoidable to have any errors in learners' composition (Sermsook, et.al., 2017). Many studies having taken their concern on error analysis of written texts made by the language learners let the other researchers analyze the errors made by the non-English department students, technical engineering students by writing English texts with patterned texts by following the structures of the organization of the texts. But no research studies about the levels of English grammatical errors made by the university students.
As Sermsook revealed a number of scientific studies have focussed on and attempted to examine the writing problems being faced by and to help EFL learners cope with the errors made. And also a writing describes the existence of a writer. It is worthy cited from Abderraouf (2016), he reveals that Flawer and Hayes (1981) identified the cognitive process of writing as a distinctive thinking process that writers orchestrate and organize during the activity of writing; nonetheless the aspect of linguistic skills must be fulfilled. Most of the English writers found difficulties hence they lack of linguistic competence including; grammar, spelling, and the types of writing. So writing English as a foreign language is mostly influenced by their experience in writing mother tongue (L1) to the target language (L2). It is caused by the limited linguistic knowledge that can hamper the use of metacognitive knowledge and writing experience (Abderraouf, 2016).
In this study, the researcher aimed to identify the non-syntactical errors, the syntactical errors made and levels of EFL learners' errors. Then the contribution which has been obtained through this study is to correct and to identify the writing errors in purpose of fostering the tertiary students' writing skill in many types of writing. As a result, writing is a part of the advanced obstacle for every learner but they must well be guided in the form of an effective writing instruction. Errors could have been found in various kinds of writing; phrases, sentences, paragraphes, essays, and thesis abstracts. These can effectively be corrected by doing any scientific investigation to cope with the problems. Furthermore, examining the causes of writing errors lead to make an salient way to reduce the errors (Penny, et.al., in Sermsook, et.al., 2017).
Error is inevitably experienced in learning a language. The study of error mostly stated by Dullay (1996), a flawed side of learners' speech and wtriting, so the compositions of writing which degresses from the firmly-established rules of language (islamiyah, 2012).The discourse of error analysis (EA) has been the subject of controversy for a long time. On the contrary it is a part of the growing interest in scientific studies by analyzing language learners' errors. To carry out a scientific reasearch for the analysis of language error is intended to identify a better understanding of errors and the origin of such errors in the process of EFL writing.
As a result, these can be utilized as the sources of coping with the problems of language learning in the contexts of English as a Foreign Language (EFL), including; administering an English curriculum and designing an appropriate teaching strategies. Error Analysis (EA) is the fundamental in language teaching in order to reorganize as well as help language teachers to refain their points of view in teaching process in favour of finding and fixing the gaps of students in a foreign language learning (Heydari, 2012). According to Corder (1967;Heydari, 2012), error analysis as a procedure exetted for collecting samples, describing students' errors, classifying the errors according to the nature and causes, and evaluating the seriousness of the target language learning that is carried out the language learners.
Error is inevitably experienced in learning a language. The study of error are mostly flawed by the learners' speech and writing, so the compositions of writing depend from the firmly-established rules of language (islamiyah, 2012).
The discourse of error analysis (EA) has been the subject of controversy for a long time. On the contrary it is a part of the growing interest in scientific studies by analyzing language learners' errors. To carry out a scientific reasearch for the analysis of language error is intended to identify a better understanding of errors and the origin of such errors in the process of EFL writing. As a result, these can be utilized as the sources of coping with the problems of language learning in the contexts of English as a Foreign Language (EFL), including; administering an English curriculum and designing appropriate teaching strategies. There are some studies conducted under similar research on language writing problems which was conducted by Kanyakorn Sermsook at.al. He aimed to examine the University students' language errors in a writing of major students and explore the sources of errors. That mainly focuses on the EFL learners' sentence construction errors. The errors found in major learners may lead to miscommunication. As a result, he showed the most-frequently errors found are punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment. Furthermore, the limited knowledge of English grammar and vocabulary, and the carelessness of the students were the major sources of the errors in English writing activity. It is related to the types of Errors made by the students in which Hourani (2008) investigated the Emirati secondary male students' writing that there are eight major errors; passive voice, verb tenses and forms, subject-verb agreement, words-order, prepositions, articles, plurality and auxiliary verbs. Then he investigated the two factors of Errors; interlinguality and intralinguality.
Error Analysis (EA) is fundamental in language teaching in order to reorganize as well as help language teachers to regain their points of view in the teaching process in favour of finding and fixing the gaps of students in a foreign language learning (Heydari, 2012). According to Corder (1967;Heydari, 2012), error analysis as a procedure utilized for collecting samples, describing students' errors, classifying the errors according to the nature and causes, and evaluating the seriousness of the target language learning that is carried out by the language learners. Error is inevitably experienced in learning a language. The study of error mostly stated by Dullay (1996), a flawed side of learners' speech and writing, so the compositions of writing which degrees from the firmly-established rules of language (islamiyah, 2012). Actually the discourse of error analysis (EA) has been the subject of controversy for a long time. On the contrary it is a part of the growing interest in scientific studies by analyzing language learners' errors. To carry out scientific research for the analysis of language error is intended to identify a better understanding of errors and the origin of such errors in the process of EFL writing.
As a result, these can be utilized as the sources of coping with the problems of language learning in the contexts of English as a Foreign Language (EFL), including; administering an English curriculum and designing appropriate teaching strategies.
In line with the case of interference errors in language products are mostly affected by the interlingual errors, interference, language transfer, and crosslinguistic interference are so-called as interlingual language error. Lado mentioned this kind error as the negative transfer by influencing the target language (L2) with mother tongue (L1), thus it is called as a negative transfer on the performance toward the target language (Sari, 2016). According to Coder,1981;Sari, 2016); the interference occurs when the learner's habits (patterns, rules, and systems) go and prevent the listener to acquire the patterns as well as the systems of second language. Sari (2016) cited from Al-Khresheh's study (2010), in which errors were committed by the literal translation, that is the literal translation, the translation of mother tongue (L1) to the target language (L2). Thus, the division of errors can be shown, as in: transfer error that is, the error made by the interference from mother tongue to a target language; mother tongue interference is errors which are produced in learner's trials to overcome the structures of L2 rather than transferring the structures of the L1; and the last, literal translation, the translation of L1 to the target language L2 in form of word by word in translating sentences and idiomatic expressions.
Afterwards intralingual errors are made by language learners in writing a target language. Richard explains that the intralingual errors made in form of the interference produced by the language learner does not reflect the structure of mother tongue, but the generalization of the partial exposure of the target language (Sari, 2016). Richard (1971), the classifications of the intralingual language errors made by the foregn / second language learners, namely; overgeneralization error that is, the learner creates a deviant structure on the basis of the other structures in the target language; Ignorance of the rule restrictions is the learners attempt to apply the rules of the target language to the context in which they can be not applied as well as possible; and the last classification is incomplete application of rules which the language learners failed to utilize a fully developed language structures; False hypothesis; the learners do not fully understand a distinction in the target language.

MATERIALS AND METHOD
The current study was carried out under the quantitative descriptive method.
The participants of the study are the tertiary students of the non-English departments, Technical Engineering, Bumigora university consisting of 44 students as sample of 78 whole numbers of the three different classes through by determining the number of sample through Slovin (N= 2+1 ). Data collection was carried out through guided writing activities; by getting the students to compose their own writings under four both different topics and different patterns of the writing organizations, namely listing, times-order, cause-effect, and comparison styles. The topics which were given were formulated in the form of questions. Thus the instrument used is a test by advising the students to write based on the instructions given.

DISCUSSION AND RESULTS
In this part, the researcher presents the results of research conducted using a test instrument, writing test by asking the research participants to compose the three different topics with the standardized patterns of writing styles. It is urgent to know that based on the results of this study taken from the writings of the respondents; there are several categories of errors made by them when compiling phrases and sentences in paragraphs.

The Grammatical Errors-Made
Patterned writing activities were initiated to facilitate English language learners to be able to regularly write by having to be limited as well as guided by some patterned rules or regulations in paragraph writing. It should be noted that in writing scientific or non-scientific works, several patterns are the basis for developing the main idea or sentence in a paragraph. Organizational patterns of written text in paragraphs, such as listing, time-orders, cause-effect, and comparison. So in this study, the researcher used a test instrument in the form of a patterned writing test by getting and encouraging the respondents to write in guided ways to express ideas along with the ability to develop the ideas presented. The four patterns of the written text organization had properly been developed in the form of four questions also, namely how to install a Corel Draw Apps. (listing), telling the student's activity schedules (times-order), the differences between being school students and being university students, and having more nutritious foods make us much more healthy and resilient.
In this study, the focus of research is not on the writing styles, the genres of text used, and the selection of topics developed but on investigation of the types of errors made in composing phrases and sentences based on the correct English grammars. The following description suggests manifold English grammar errors produced in writing texts in various kinds of writing styles, text-genres, and topics. There are some pieces of data collected on the students' writings, as in: Thus the number of the students' errors are 435 erroneous sentences.

The Non-Syntactical Errors
The non-syntactical errors are mostly made in the forms of lexical errors, miss-spelled words, miss-selected words, miss-interchangeable words. All those non-syntactical errors include into the basic English grammars. As a result, the non- writing frequency in writing practice.

The Syntactical Errors
The syntactic written English errors which were made in the form of the From the data above, it can be concluded that from the total number of syntactical errors produced by the respondents from 330 errors, the most frequent errors were errors in the use of complex sentences (16%). Then the error with the second highest frequency is writing compound sentences (15%). The frequency of errors often done is writing sentences with a subject-verb agreement structure (11%). Then the least errors made were writing sentence structure using the subjunctive pattern with 15 errors (4.5%).

Levels of English Grammatical Errors
Of the three levels of English grammar competence, namely basic