Making errors is a natural process of learning. Writing as a productive skill is important for students to express their ideas. However, students conducted errors in the productive skills. Therefore, this study is intended to find out types of errors made by students in written English. This study employed the qualitative method where the Error Analysis was implemented. The subject of this study is students in first grade of SMAN 1 Abdya and the object of this study were the errors found in written English. The population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the populations were taken as the sample. To collect the data, written tests were conducted. The written test shows the percentage of writing errors, including omission errors, which is 58.38%, misformation errors with a total of 16.48%, misordering error 13.89%, and addition of 11.26%. The errors were found when students omitted 'to be' as main verb. Second, students tend to add 'to' after modal auxiliaries such as 'can' or 'will'. Third, misformation errors happened when students could not form the verb correctly. Last, the misordering errors were produced when students put words randomly. Consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move.

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.

YouTube is one of the biggest platforms where people around the world can share informative videos. In YouTube, we can find the code-switching and code-mixing phenomenon easily. There are two dominant types of code-switching and code-mixing. The first type is code-switching and code-mixing used by Group 1: Indonesian YouTubers who live abroad, while the second type is code-switching and code-mixing used by Group 2: Indonesian YouTubers who live in the country.  This study aimed to find out which group switched and mixed language the most. The transcripts of the chosen YouTube video were the collected data. The qualitative method was used in this study, and the data were analyzed using document analysis based on the framework of Myers-Scotton (1993) and Muysken (2000). The result showed that Group 1 used code-switching and code-mixing the most, with a total of 288 pieces of data. Group 2 used code-switching and code-mixing with a total of 262 pieces of data. The most dominant type of code-switching used by both groups was intra-sentential, a total of 154 pieces of data. The less dominant type of code-mixing used was insertion, a total of 253 pieces of data.

This research dealt with collocations used in the North Aceh dialect. It analyzed the part of speech categories into which collocations of the North Aceh dialect can be grouped. This research focused on the grammatical collocations and lexical collocations used in the Blang Mee village of Bireuen District, Aceh, Indonesia. This is a descriptive qualitative using case study looking into the villagers’ use of Acehnese collocations. Six Acehnese speakers were selected as the language informants. They were fifty years old or above and never traveled or lived outside of Blang Mee. Data were extracted from interviews with these speakers who were asked to discuss general topics in Acehnese. The analysis was performed using a framework on collocation categories by Benson et al. The results of the analysis showed both lexical and grammatical collocations used by speakers in North Aceh. Lexical collocations were found in the forms of verb (denoting creation or activation) + noun combinations, verb (meaning eradication or nullification) + a noun, adjective + noun combinations, noun + verb combinations, noun + noun combinations, adverb + adjective combinations, and verb + adverb combinations. Grammatical collocations came in the following combinations: noun + preposition combinations, adjective + preposition combinations, preposition + noun combinations, and collocational verb patterns. The collocations used by the North Aceh dialect speakers indicate the uniqueness of their dialect within other dialects spoken by the Acehnese.