This final project primarily deals with grammatical error analysis and contrastive analysis. It describes the grammatical errors on speaking competence made by the ninth semester students of English Department STAIN Palangka Raya. The writer used the descriptive qualitative approach of which the data were obtained from the students’ monolog speaking. These concrete data or transcribed data were then analyzed. The grammatical type errors were classified into four types, misformation, omission, addition, and misordering. Then, grammatical category as errors in past tense, errors in pronoun, errors in preposition, errors in verb form error, errors in article, errors in ing- form, errors in word order, errors in to infinitive, errors in plural, errors in present tense, errors in adverb, errors in conjunction and errors in derivation.
In collecting the data, it used some techniques, namely: (1) oral production test (2) interview and (3) document analysis. In analyzing the data, the writer used some techniques, namely: (1) data collection (2) identification of error (3) classification of error (4) a statement of error frequency. The subjects of the study were ten students.
From the result in chapter IV the writer describes based on the students’ grammatical error showed from 10 students, there were 177 errors on their spoken English were spread out on 4 types based on surface strategy taxonomy and based on grammatical category. There were 128 errors of misformation (72.3%), 36 errors of omission (20.3%), 10 errors of addition (5.7%) and 3 errors of misordering (1.7%). Then, for grammatical category, there were 100 errors of past tense (56.4%), 23 errors of pronoun (23%), 17 errors of preposition (9.6%), 16 errors of verb form error (9.0%), 6 errors of article (3.3%) , 4 errors of ing form (2.2%), 3 errors of word order (1,6), 2 errors of to infinitive and plural (1.1%), and 1 error of present tense, adverb, conjunction, derivation (0.5 %). According to the findings, there were 143 of intralingual transfer (80.8%) and 34 of interlanguage transfer (19.2 %).From the result, the writer can conclude that the possible causes of errors are interlingual transfer and intralingual transfer.It is suggested that the students still need more practices dealing with verb forms since they were the basic knowledge needed for grammatical.