<![CDATA[Accurate use of the simple present tense is essential for producing effective descriptive texts, yet learners of English as a Foreign Language frequently encounter systematic grammatical difficulties in applying its rules. This study investigates the types and underlying causes of simple present tense errors in descriptive texts written by tenth-grade students at Muhammadiyah 8 Private Senior High School Kisaran. Employing a qualitative descriptive design, the study analyzed data from 28 students through a controlled writing test, semi-structured interviews, and a digital questionnaire, using Dulay, Burt, and Krashen’s Surface Strategy Taxonomy as the primary analytical framework. The findings identified 149 errors: misformation was the most frequent category (72; 48.32%), followed by omission (39; 26.17%), misordering (24; 16.11%), and addition (14; 9.40%). Methodological triangulation revealed that these errors primarily resulted from interlingual interference, particularly direct translation from Indonesian, and intralingual interference involving overgeneralization of the copula to be and difficulties with subject–verb agreement, while cognitive overload during rapid writing further intensified error production. The study concludes that these grammatical errors represent systematic interlanguage development rather than random performance lapses, highlighting the need for explicit, contextualized grammar instruction and targeted error-awareness strategies in English as a Foreign Language writing classrooms.]]>
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