Error Analysis in the Travel Writing Made by the Students of English Study Program

This study was conducted to identify the kinds of errors in surface strategy taxonomy and to know the dominant type of errors made by the fifth semester students of English Department of one State University in Malang-Indonesia in producing their travel writing. The type of research of this study is document analysis since it analyses written materials, in this case travel writing texts. The analysis finds that the grammatical errors made by the students based on surface strategy taxonomy theory consist of four types. They are (1) omission, (2) addition, (3) misformation and (4) misordering. The most frequent errors occuring in misformation are in the use of tense form. Secondly, the errors are in omission of noun/verb inflection. The next error, there are many clauses that contain unnecessary phrase added there.


INTRODUCTION
English may not be the most spoken language in the world, but it is the official language among countries around the world. It can build and maintain the relationship among people around the world. Moreover, English has an important role in communication since the development of information, science and technology spreads widely in this globalization era. Therefore, as a global communication tool, English must be mastered by everyone around the world. One of the countries who pay attention highly to English is Indonesia. Bautista (2006, p.130) states that starting from the early age everyone could learn English with the main objective to provide reading skills to enable Indonesians to read science-related materials in English. Later Indonesian students should learn other skills of English, such as writing, listening and speaking.
Indonesian students find many difficulties in learning English. ThiV KDSSHQV EHFDXVH LQ WKH OHDUQHUV· HQYLURQPHQW (QJOLVK LV QRW used as a daily language. No wonder that nowadays students are required to master English because in the competitive job market it is necessary to speak English and it also helps in communicating with people from different countries as a lingua franca. Therefore, the students should learn English whether it is at school or outside the classroom. The process of language learning is the time when the language learners make mistakes or error, as pointed out by Dulay et DO S ´3HRSOH FDQQRW OHDUQ ODQJXDJH ZLWKRXW ILUVW V\VWHPDWLFDOO\ FRPPLWWLQJ HUURU µ (UURUV LQ FRPPXQLFDWLRQ FDQ EH inhibited towards effective communication and the decoding of messages. In second language learning, as Corder in Richards (1973, S REVHUYHV WKH OHDUQHU·V HUURUV LQGLFDWH ERWK WKH VWDWH RI WKH OHDUQHU·V NQRZOHGJH DQG WKH ZD\ LQ ZKLFK D VHFRQG ODQJXDJH LV learned. The error is natural, but errors made by the learners and native speakers are different. The structure differences between Indonesian and English could make learners produce some errors. It is important to study error in English learning aspect nowadays. As Corder (1981, cited in Joshi, 2011) has pointed out, there is a vital difference beWZHHQ ¶HUURUV· DQG ¶PLVWDNHV· +H ODEHOV ¶PLVWDNHV· DV ¶SHUIRUPDQFH HUURUV· VXFK DV VOLS RI SHQ 7KH learner himself can correct it later on because they are not the results of unawareness, whereas, genuine errors are ignorance of rules. The learner cannot correct it by himself. In such a case, Joshi (2011, para. 5) states that error analysis is essentially significant because, as Jack 5LFKDUGV UHIHUV WR &RUGHU·V REVHUYDWLRQ ´/HDUQHU·V FRUUHFW VHQWHQFHV do not necessarily give evidence of the rules of the new language and the rules he has developed at given stages of his language GHYHORSPHQWµ 7KLV FDQ EH GRQH RQO\ E\ WKH HUURUV KH PDNHV $QG after knowing this only one can proceed in teaching. So, errors, and its analysis both are an inevitable part of teaching & learning. Whereas error can happen in the learnHU·V OHDUQLQJ SURFHVV WKH\ cannot give any correction of the error they have made. Nzama (2010, p.11) states that error analysis is useful in second language learning because it reveals to the teachers, syllabus designers and textbook writers of what the problem areas are. The teacher could design remedial exercises and focus more attention on WKH ¶WURXEOH VKRRWLQJ· DUHDV DV LW ZHUH &RUGHU DV FLWHG LQ Nzama, 2010, p.11) states that errors are visible proof that learning is taking place. He has emphasized that errors, if studied systematically, can provide significant insights into how a language is actually OHDUQHG E\ D IRUHLJQHU +H DOVR DJUHHV WKDW VWXG\LQJ VWXGHQWV· HUURUV of usage has immediate practical application for language teachers. In his view, errors provide feedback; they tell the teachers something about the effectiveness of his teaching. Sercombe, (2000( , as cited in Nzama, 2010) also explains that error analysis serves three purposes. Firstly, to find out the level of language proficiency the learner has reached. Secondly, to obtain information about common difficulties in language learning, and thirdly, to find out how people learn a language. From this statement it can be concluded that the study of errors should also be looked at as something positive both for learners and teachers.
There are some aspects that should be noticed in composing a good writing, such as word choices, grammar and punctuation. In this case, grammar is one important aspect that should be mastered in order to make a good structured writing. For example, the sentence ´The men are national beingsµ LV LQFRUUHFW WKH FRUUHFW RQH LV ´Men are national beingµ <XOH S VWDWHV WKDW WKH SURFHVV RI describing the structure of phrases and sentences in such a way that is accounted for all the grammatical sequences in a language and rule out all the ungrammatical sequences is one way of defining grammar. Language without grammar would be disorganized and would cause some communicative problems, like errors in writing. However, writing in different language is not always as easy as writing systems and these differences sometime make the learners produce errors. Therefore, it is interesting to observe the errors that appear in the travel writing texts made by the fifth semester students of English Study Program by using Surface Strategy Taxonomy theory by Dulay, Burt and Krashen (1982).
Travel writing is a mode of writing in which the purpose of the author is to tell the reader about his/her trip. Raban (1988, p.253) defines travel writing thus: As a literary form, travel writing is a notoriously raffish open house where different genres are likely to end up in the same bed. It accommodates the private diary, the essay, the short story, the prose poem, the rough note and polished table talk with indiscriminate hospitality. It freely mixes narrative and discursive writing. Those ideas of travel writing definition can be concluded that it is a mode of writing in which the writer produces literary work which records the people, events, sights, and feelings of an author who is touring a foreign place for the sake and pleasure of travel.
The researcher uses the fifth semester students of English Study Program of one State University in Malang-Indonesia by considering these following reasons. The first reason is the students already study the 4 English skills more regularly than other fields of study. The next reason is they have undergone through some English proficiency tests, namely Test of English as a Foreign Language (TOEFL) and Test of English for International Communication (TOEIC). It is supposed that they are more skillful than before having English tests. The last reason is the students of English Study Program get Creative Writing course which belongs to one of the literature courses in the fifth semester. Travel writing is one of these courses which concerns on narrative text mostly written by using past tense. However, the researcher believes that there are errors in those travel writing texts made by the students. Therefore, the researcher analyzed the ungrammatical words or sentences in those travel writing texts. This study is intended to find out the kinds of errors in surface strategy taxonomy as well as the dominant types of the errors made by the fifth semester students of English Study Program in producing their travel writing texts.

LITERATURE REVIEW Errors and Mistakes
It is considered important to distinguish errors from mistakes in linguistics. Distinction is always made between errors and mistakes where the former is seen as resulting from learner's lack of proper grammatical knowledge and the latter as being failed to utilize a known system correctly. In line with this, Brown (1994, p.205) defines HUURU DV ´D QRWLFHDEOH GHYLDWLRQ IURP WKH DGXOW JUDPPDU RI D QDWLYH VSHDNHU UHIOHFWLQJ WKH LQWHUODQJXDJH FRPSHWHQFH RI WKH OHDUQHUµ 7KHQ ´D PLVWDNH UHIHUV D SHUIRUPDQFH HUURU WKDW LV HLWKHU D UDQGRP JXHVV RU D ¶VOLS· LQ WKDW LV D IDLOXUH WR XWLOize a known system FRUUHFWO\µ %URZQ S However, native speakers are generally able to correct themselves quickly. Such mistakes include slip of the tongue and random ungrammatical formations. On the other hand, errors are systematic in that they occur repeatedly and are not recognizable by the learner. They are a part of the learner's interlanguage, and the learner does not generally consider them as errors. They are errors only from teachers' and others' perspectives who are aware of the possible grammatical deviations. In conclusion, mistakes can be selfcorrected with or without being pointed out to the learners but errors cannot be self-corrected.

Error Analysis
Error analysis is the study of kind and quantity of error that occurs, particularly in the fields of applied linguistics. These errors can be divided into three sub-categories: overgeneralization, incomplete rule application, and the hypothesizing of false concepts, reflected a learner's competence at a certain stage and thereby differed from learner to learner (Rustipa, 2011, p.21). Dulay et al, (1982, p.141) state that ´(UURU DQDO\VLV KDV PDGH D VLJQLILFDQW contribution to the theoretical consciousness-raising of applied linguistics and language practitioners. It has brought the multiple RULJLQV RI OHDUQHUV· HUURUV WR RXU DWWHQWLRQ )LQDOO\ LW KDV VXFFHHGHG LQ elevating the status of errors from complete undesirability to the relatively special status of research object, curriculum guide, and LQGLFDWRU RI OHDUQLQJ VWDJH µ From the previous quotation, it can be concluded that error analysis is a theory developed by the researchers to dig and DFNQRZOHGJH WKH OHDUQHUV· SUREOHPV LQ OHDUQLQJ VHFRQG ODQJXDJH Error analysis was established in the 1960s by Stephen Pit Corder and colleagues. Error analysis was an alternative to contrastive analysis. It showed that contrastive analysis was unable to predict a great majority of errors although it has more valuable aspects that have been incorporated into the study of language transfer. A key finding of error analysis is that many errors are made by learners making faulty inferences about the rules of the new language. Dulay, Burt and Krashen (1982, pp.146) categorize errors into 4, namely (1) linguistic category; (2) surface strategy; (3) comparative analysis; and (4) communicative effect. Discussion of these taxonomies is guided by two major purposes; to present error categories which rely solely on observable (rather than inferred) characteristics for their definition; and to report the findings of research conducted to date with respect to error types observed (Dulay, 1982, pp.146-173).

Linguistic Category Taxonomy
Burt and Kiparsky developed another linguistic category taxonomy into which they classified several thousand English errors made by students learning English in foreign as well as host environments (1972( , cited in Dulay et al, 1982. The classifications are as follows. 1. The Skeleton of English Clauses 2. The Auxiliary System 3. Passive Sentences 4. Temporal Conjunctions 5. Sentential Complements 6. Psychological Predicates

Surface Strategy Taxonomy
This category highlights the way surface structures are altered. Analyzing errors from this taxonomy holds much promise for researchers as it is concerned with identifying cognitive processes WKDW XQGHUOLH WKH OHDUQHUV· UHFRQVWUXFWLRQ RI WKH QHZ ODQJXDJH 7KLV DOVR JLYHV XV FRQVLGHUDWLRQ WKDW VWXGHQWV· HUURUV DUH QRW WKH UHVXOW RI laziness or sloppy thinking but are based on some logics, as the result RI WKH OHDUQHUV· XVH Rf interim principles to produce a new language (Dulay, et al,1982, pp. 154-162). Those types of errors which belong to surface strategy taxonomy are (1) omission, (2) addition, (3) misformation, and (4) misordering.

Omission
This type of error is characterized by the absence of an item, which must appear in a well-formed utterance. Certain linguistic forms may be omitted by the learner because of their complexity in production. Generally, there are two main kinds of omission; they are omission of content morphemes and omission of grammatical morphemes.

a. Omission of Content Morphemes
This type of omission is related to the major constituent of a sentence such as: nouns, verbs, adjectives, and adverbs. For example: She ...him nothing. In this sentence, the learner omits a needed verb and the third singular marker ²V ,W VKRXOG EH ¶6KH JLYHV KLP QRWKLQJ·.

b. Omission of Grammatical Morphemes
This type of omission does not carry the burden meaning. In other words, it plays a minor role in conveying the meaning of sentence. It includes noun and verb inflections (e.g. the ²s in birds, the ²s in PRWKHU·V, the ²ed in looked, the ²ing in laughing, etc); preposition (in, on, at, under, etc); conjunction (and, or, but, because, if, although, etc); verb auxiliaries (is, will, can, etc); and article (a/an, the, those, these, etc). For example: Marry is beautiful girl. In this sentence, indefinite article before a singular countable noun is omitted. It VKRXOG EH ¶0DUU\ LV D EHDXWLIXO JLUO·

Addition
This type of error is characterized by the presence of an item, which must not appear in a well-formed utterance. It means that learners not only omit elements, which they regard as redundant, but they also add redundant elements.
This error type is divided into subcategories namely: double markings, regularization, and simple addition. a. Double Markings This error is described as the failure to delete certain items which are required in some linguistic construction but in others. For example, +H GRHVQ·W NQRZV \RXU QDPH. This sentence shows the failure of deleting third singular person marker ²s where the auxiliary does is required. This sentence should be +H GRHVQ·W NQRZ \RXU QDPH.

b. Regularization
There are both regular and irregular in language in which students sometimes get confused to apply the correct in certain construction. Sometimes, they apply the rule used to produce the regular ones to those that are irregular. This type of errors is called errors of regularization. For example, I putted my bag on the table.
The word putted is the example of regularization in which the regular past tense ²HG KDV EHHQ DGGHG WR WKH LWHPV ,W VKRXOG EH ¶I put my bag on the table· c. Simple Addition This error is one of subcategories of addition that is neither a double marking nor regularization. For example: We stay in over there. 7KH DGGLWLRQ RI SUHSRVLWLRQ ¶LQ· LV QRW DSSURSULDWH XVHG EHIRUH RYHU ,W VKRXOG EH ¶we stay over there· 3. Misformation This type of error is characterized by the use of the wrong form of the morpheme or structure. This error has three subcategorized, namely: regularization, archi-forms, and alternating forms. a. Regularization A regular marker is used in place of an irregular one. For example, She runned so fast. The correct form of this sentence is She ran so fast. b. Archi-Forms The selection of one member of a class of forms to represent others in class is often made by the learners. The form chosen by the learners is called as archi-forms. For example, a learner may temporarily select just one of the English demonstrative adjective this, that, these, and those. For example (Dulay, 1982, p.161): That dog That dogs c. Alternating Form Having his vocabulary and grammar grow and by using archiforms, the learner can choose various members of class as an alternative to choose with each other. Thus, finding demonstratives is a need, as an example: Those dog, This cats.

Misordering
This type of error is characterized by the incorrect placement of a morpheme in an utterance. For example: What daddy is doing? This question is LQFRUUHFW ,W VKRXOG EH ¶what is daddy doing?·

Comparative Taxonomy
The classification of errors in a comparative taxonomy is based on comparison between the structure of second language acquisition errors and certain other types of constructions. These comparisons have yielded the two major error categories in this taxonomy: developmental errors and interlingual errors. Two other categories that have been used in comparative analysis taxonomies are derived from the first two: ambiguous errors and other errors (Dulay, 1982, p. 163).

Communicative Effect Taxonomy
The communicative effect classification deals with errors from the perspective of the effect on the listener or reader. This taxonomy focuses on distinguishing between errors that seem to cause miscommunication (global error) and those that do not (local error) (Dulay, et. al. 1982, p.189), while Burt and Kiparsky (1974) also distinguish between global error and local error (cited in Dulay et al,1982, p.191).A global error is one which involves "the overall structure of a sentence" and a local error is one which affects "a SDUWLFXODU FRQVWLWXHQWµ 1. Global Error Global errors are errors that affect overall sentence organization significantly hinder communication.

Local Error
Local errors are errors that affect single element (constituent) in a sentence which do not usually hinder communication significantly. These include errors in noun and verb inflections, articles, auxiliaries, and the formation of quantifiers.

METHOD Research Design
In this research of error analysis, qualitative approach is used since it tries to analyze the data qualitatively that use words rather than number or statistic formula in making conclusion. It is to GHVFULEH WKH GDWD REWDLQHG IURP (QJOLVK 6WXG\ 3URJUDP VWXGHQWV· literary work in the form of written texts. The type of research of this study is document analysis since it analyzes written materials, in this case travel writing texts. Ary et al, (2002, p. VWDWH ´&RQWHQW RU document analysis is a research applied to written or visual materials for the purpose of identifying specified characteristic of the PDWHULDOVµ 7KH UHVHDUFKHU PD\ WDNH -15% or 20%-25% or more if the population used as the sample. Furthermore, Creswell (2003, p. 18) states that alternatively, a qualitative approach is one in which the inquirer often makes knowledge claims based primarily on constructivist perspectives (i.e., the multiple meanings of individual experiences, meanings socially and historically constructed, with an intent of developing a theory or pattern) or advocacy/participatory perspectives (i.e., political, issueoriented, collaborative, or change oriented) or both. It also uses strategies of inquiry such as narratives, phenomenologies, ethnographies, grounded theory studies, or case studies. The researcher collects open-ended, emerging data with the primary intent of developing themes from the data.
In short, the researcher sought to establish the meaning of a phenomenon from the views of the research subjects. Creswell states (2003, p.22) the qualitative approach incorporates much more of a literary form of writing, computer text analysis program, and experience in conducting open-ended interviews and observations.

Data Source
In this study, the researcher used twelve written texts produced by the fifth semester students of English Study Program of one State University in Malang-Indonesia which were applied as the data. The researcher chose travel writing text because it belonged to literature course and the researcher believed that the students were aware of the importance of grammar in their writing. Therefore, the researcher analyzed only the grammar, not the organization of the texts.
The sample of this study is the fifth semester students of English Study Program who took part in Creative Writing class. There are three classes of Creative Writing course. Each class consists of 40 students who come to 120 students in total and each of the students is required to write a travel text by their lecturers. The researcher asked the lecturers who teach creative writing and one of them allowed the students to be used as the research participant. Here the researcher selects the students who were available and likely to participate over semester five. The sample that the researcher took was 10% of the population. The total number of the samples were 12 out of 120 travel writing texts. Therefore twelve travel writing texts could represent the sample of the population.

Data Collection
In collecting the data, some steps were used by the researcher as follows: 1. Collecting students· work from creative writing class The researcher collected the data by asking the participants to send the texts of the travel writing via email.

Reading the texts of travel writing texts
After receiving the texts, the researcher read it to find out the erroneous clauses.

Taking the erroneous clauses
The researcher took the clauses containing erroneous phrases.

Underlining the erroneous phrases
The researcher underlined the erroneous phrases in the chosen clauses.

Data Analysis
The following were the steps in analyzing the data: 1. Classifying the erroneous clauses using surface strategy taxonomy by Dulay et al, (1982) by putting them in the following table in order to make the process of analysis easier.

2.
Providing the correct clauses that should be used in the texts as the correction of the erroneous clauses. The researcher used Understanding and Using English Grammar Third Edition by Betty Azar as the reference to make the corrections reliable. 3. Drawing conclusion. Once the errors were calculated and arranged, the writer made the result of the analysis in the form of percentage.

FINDING
The data of this study were taken from Creative Writing course of the fifth semester students of Study Program of English, Faculty of Cultural Studies at one State University in Malang-Indonesia. The researcher analyzed the errors based on Surface Strategy Taxonomy theory by Dulay et al. (1982), namely omission, addition, misformation and misordering. The identified data were presented in the form of tables which are presented in appendixes.
From the identification, there were some errors found in the travel writing texts produced by the students. After analyzing and classifying the data, the researcher found 439 errors. The errors were classified based on the differences between the students· FODXVHV and the reconstructed version.

Types of Errors
By using Surface Strategy Taxonomy theory by Dulay et al. (1982), the researcher found 439 errors in the travel writing texts made by the fifth semester students of this university. The researcher found 155 errors of Omission type (Om), 96 errors of Addition type (Ad), 172 errors of Misformation type (Mf), 16 errors of Misordering type (Mo). Thus, there were 439 errors in total.
In this section, the researcher analyzed the erroneous clauses and provided the corrections that should be used. Each type of errors was described in order to know why those were considered as errors.
The following analysis concerns about omission, addition, misformation and misordering.

Omission
The researcher found 155 errors in terms of omission type. There are two main kinds of omission, they are omission of content morphemes and omission of grammatical morphemes. The researcher found four kinds omission of content morphemes, namely: verbs (v), nouns (n), adjectives (adj) and adverbs (adv). Mostly the errors occur in missing part of nouns. Secondly, the errors are in missing part of adverbs. Thirdly, the errors are in missing part of verb. Other error clauses are in adjectives missing type.
As for the omission of grammatical morphemes, the researcher found six kinds, namely: inflection (inf), verb auxiliaries (v-aux), conjunction (conj), articles (art), preposition (prep) and pronoun (pron). Mostly the errors occur in missing part of verb and noun inflection. Secondly, the errors are in missing part of verb auxiliaries. Thirdly, the errors are in missing part of articles and preposition.
Fourthly, the errors occur in missing part of conjunction. Other error clauses are in pronoun missing part. Each of them is discussed as follows.

Omission of Content Morphemes
The researcher found fifty one (51) errors in missing part of content morphemes.

a. Omission of Noun
The researcher found twenty nine (29) errors in terms of noun missing part. Table 1 presents the example of the data.

c. Omission of Verb
The researcher found eight (8) errors in verb missing part. Table  3 presents the example of the data. The researcher found two (2) errors in terms of adjective. Table  4 presents the example of the data. It is considered as an error if the student composed writings ungrammatically. In the example above, adjective is needed. The VHQWHQFH ´WR JR WR WKH QDWXUH SODFHµ LV XQJUDPPDWLcal. Instead of ZURWH ¶QDWXUDO SODFH· WKH VWXGHQW ZURWH ¶QDWXUH SODFH· 7KHUHIRUH WR make the sentence more grammatical, the student should put an adjective in the middle of the phrase. The correct sentence should be ´WR JR WR WKH SODFH FORVH WR QDWXUHµ

Omission of Grammatical Morphemes
The researcher found one hundred sixty nine (169) errors in missing part of content morphemes. Each kind of them is discussed in the following explanation.

a. Omission of Inflection
The researcher found fifty six (56) errors in omission of inflection. Table 5 presents the example of the data.
As shown in the table, the errors occurred because the student does not put the changing of a word form or the ending to show its grammatical function. In the example number one, an error occurs in terms of omission of verb inflection. The ending of the past SURJUHVVLYH IRUP LV RPLWWHG 7KH FRUUHFW VHQWHQFH RI ´7KHUH ZDV VRPHRQH WDON EHVLGH PHµ LV ´7KHUH ZDV VRPHRQH WDONLQJ EHVLGH PHµ The researcher found forty (40) errors in omission of verb auxiliaries. Table 6 presents the example of the data.

c. Omission of Article
The researcher found twenty eight (28) errors in omission of articles. Table 7 presents the example of the data.

d. Omission of Preposition
The researcher found twenty eight (28) errors in omission of preposition. Table 8 presents the example of the data.

e. Omission of Pronoun
The researcher found six (6) errors in missing part of conjunction. Table 9 presents the example of the data.

Addition
The second type of the error is addition. The researcher found 96 error of addition type. There are 2 kinds of error found in the writings instead of 3 kinds of errors. It is because the researcher did not find any erroneous phrase in terms of regularization. Therefore the researcher shows only the two kinds of addition. They are double markings and simple addition. Here is the explanation of each error.

a. Double Markings
The researcher found nineteen (19) errors in addition type of double markings. Table 11 presents the example of the data. The researcher found seventy nine (79) errors in missing part of content morphemes. Table 12 presents the example of the data.

Misformation
The researcher found one hundred seventy two (172) errors in the terms of misformation. Most of the student have done such error, therefore it can be concluded that, it happened because of their limited vocabulary. They just put the words they knew without any caution of inappropriate words or meaning. Mostly the errors occurred in terms of alternating form. Table 13 presents the example of the data.
Misformation usually occurred because the lack of learners' information or knowledge in the changing of past participle or in constructing sentences according to its tense form. As shown in the first example, the student was not consistent in writing the right verb form. Here, the student used past tense in composing the writing. The next example is the usage of past participle. The student used present verb instead of the past one. Therefore the correct VHQWHQFH VKRXOG EH ´ZH ZHUH DOVR DVNLQJ RWKHU IULHQGVµ 7KH IRXUWK example has the similar kind of error to the third example. Because the three of us were hungry, so the first goal we have set The three of us were hungry, so we set the first goal ¶ZH KDYH VHW· KHUH LV DV WKH VXEMHFW DQG ¶WKH ILUVW JRDO· LV DV WKH REMHFW The right pattern is, subject (noun) + verb + object (noun). Therefore ¶WKH ILUVW JRDO· VKRXOG EH SXW DIWHU WKH ¶ZH VHW· 7KH ULJKW VHQWHQFH VKRXOG EH ´VR ZH VHW WKH ILUVW JRDOµ

Tabulation of Error
Here the researcher presents the percentage of the result of the errors after discussing the finding and identifying the errors in the travel writing texts made by the students. The following table is the percentage of the error occurred.

CONCLUSION
Based on the findings, this analysis finds the grammatical errors which are used in the travel writing texts produced by the students E\ XVLQJ 'XOD\·V WKHRU\ (1982). The theory used by the researcher is Surface Strategy Taxonomy which consists of four categories of error, namely omission, addition, misformation and misordering.
From those four types, the most dominant type found in the travel writing texts is misformation. There are 172 errors out of 439 error clauses. Mostly the errors occur in the changing of past participle or in constructing sentences according to its form. 155 errors are those in omission type. Most of the noun phrases in clause construction produced by the students were omitted its noun phrase. The next error is in addition type for 96 errors. In this case, the students mostly wrote unnecessary words in most of the sentences. The last error type is misordering that occurred in 16 clauses. In this type of error, the student did not write the words in appropriate order.
It shows that in producing their travel writing, the students focused on the story of their journeys without concerning the right structure. Misformation errors occurs most frequently because the students did not use correct tenses in their writing. Therefore, the students should know the tense form used in many kinds of writing.