Critical Review on Scientific Papers by Final-Year Language Students at Universitas Terbuka: An Error Analysis Study

Academic writing involves a complex and comprehensive structure, requiring not only adherence to formal conventions but also a strong emphasis on comprehension and language proficiency. This study aimed to analyze language errors in academic writing produced by language students at Universitas Terbuka using a descriptive qualitative design. The analysis was based on the surface strategy taxonomy and key linguistic components, including phonology, morphology, semantics, syntax, and discourse. These linguistic aspects provided a comprehensive framework for identifying and categorizing the errors. The results revealed a total of 314 language errors. Within the surface strategy taxonomy, omission was the most frequent error type (50 instances), while misordering was the least frequent (15 instances). In terms of linguistic categories, syntax errors were the most common (90 instances), whereas phonological errors were the least frequent (15 instances). The findings indicate that students often omit essential linguistic elements, leading to contextual ambiguities. Moreover, a limited understanding of syntax significantly contributes to confusion and reduced clarity for readers.