| الملخص: | This paper analyses grammatical errors in English oral presentation made by the
students in Integrated Language Skills (ELC120) course. The specific objective
of the study was to determine the types of grammatical errors based on Dulay,
Burt and Krashen’s (1982) surface structure taxonomy, namely, misformation,
omission, addition, and misordering. The data also was categorised into linguistic
taxonomy of error analysis by James (1998) (cited in Ellis and Barkhuizen,
2005). In order to attain the objectives of the study, case study was used which
involves the use of mixed data collection which are quantitative and qualitative
data collection methods. 60 students were involved as sample of this study. In
addition, students’ oral presentation and interviews were used as data to explore
grammatical errors made by Integrated Language Skills (ELC120) students.
The findings of the study reveal that the most frequent error committed by the
students was the improper use of English verbs. Besides, it can be inferred from
the result of this study that the responses of the students are consistent with
previous literature on error analysis. The analysis generated a conclusion that
the lacks of knowledge on grammar and interlanguage interference are the main
factors of errors in students' oral presentation. In light of the findings, several
recommendations and pedagogical implications were suggested in order to help
ESL teachers in their attempt to reduce the difficulties in oral presentation among
English students.
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