<![CDATA[The purpose of this study is investigates common grammatical errors found in English-language service descriptions at Fadhilah Edu Center (FEC) Cibitung. The study focuses on identifying the types of grammatical errors, determining their frequency, and exploring possible factors contributing to their occurrence. This research employed a qualitative case study design using document analysis as the primary method of data collection. The data consisted of English-language service descriptions collected from official and publicly available FEC platforms. The data were analyzed using Error Analysis and classified based on the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen, which categorizes errors into omission, addition, misformation, and misordering. The findings identified 112 grammatical errors in the analyzed service descriptions. Among the four categories, misformation was the most frequently occurring error, with 45 errors (40%), followed by omission with 28 errors (25%), misordering with 21 errors (19%), and addition with 18 errors (16%). The findings suggest that the grammatical problems were possibly related to limited grammatical knowledge, first-language influence, limited exposure to formal English writing, and inadequate proofreading and editing practices. However, these factors are considered possible contributing factors rather than confirmed causal factors. The study concludes that grammatical errors in institutional service descriptions can affect the accuracy, clarity, and professionalism of English-language communication. Therefore, FEC is recommended to implement systematic proofreading, grammar review, and standardized English-language guidelines when preparing and publishing its service descriptions. The findings are expected to contribute to the improvement of English-language accuracy in educational service communication and provide practical insights for similar educational institutions]]>
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