<![CDATA[This study aims to describe the types, forms, and patterns of morphological and syntactic errors in the academic writing of students in the English Education Study Program at UIN Ambon, and to identify their possible causes. This study employed a qualitative descriptive method with an error analysis approach. The data consisted of 20 student academic manuscripts, including proposals, theses, activity reports, and midterm/final exam assignments. Data analysis was conducted through identification, description, explanation, and evaluation stages based on Surface Strategy Taxonomy, namely omission, addition, misformation, and misordering. The results of the study indicate 34 patterns of morphological and syntactic errors, primarily spelling and word formation mistakes, omission of passive auxiliaries and copulas, comma splices in citation integration, and inversion of adjective-noun structures due to word-for-word translation. Lexical interference in the form of code mixing was also observed. These findings underscore the need to strengthen academic writing instruction through self-editing practice, mastery of grammatical structures, sentence completeness checks, and reduction of dependence on word-for-word translation.]]>
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