<![CDATA[Lexical competence plays a crucial role in students’ writing ability, particularly in producing meaningful and accurate recount texts. However, preliminary research conducted at SMP 2 Ampek Angkek revealed that many eighth-grade students experienced difficulties in using English vocabulary appropriately when writing recount texts. Students frequently made errors in word choice, word formation, spelling, and collocation, which affected the clarity and accuracy of their written communication. This study aims to investigate the types of lexical errors and identify the factors causing these errors in students’ recount text writing. The study employed a qualitative descriptive research design. The data consisted of students’ recount texts and preliminary interview data obtained from the English teacher. Data were analyzed using the error analysis framework proposed by Ellis (1997) and James (1998), involving error identification, classification, description, and explanation of error sources. The preliminary findings indicate that students commonly produced lexical errors in the forms of formal errors, semantic errors, collocational errors, spelling errors, and misinformation errors. The findings also suggest that limited vocabulary mastery, first language interference, overgeneralization of English rules, and excessive dependence on direct translation tools contributed significantly to the occurrence of lexical errors. These findings highlight the importance of contextual vocabulary instruction and systematic lexical development in improving students’ writing proficiency and contribute to a better understanding of lexical challenges faced by Indonesian EFL learners.]]>
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