The goal of this research is to determine the role of error analysis in teaching English as a foreign language, particularly English Structure. Error analysis can provide information on a student's progress in learning a target language, which is then used to improve the teaching process so that they could still properly use the language. The method used is qualitative and descriptive research design.  This research focuses on students of Politeknik Negeri Sriwijaya. Error analysis is essential for teachers to improve the quality of teaching. By doing so, the teacher owns information to improve the methodology including syllabus, teaching material and teaching techniques. The findings  are  four main stages of error analysis simplified  in this study. They are detecting, locating the errors, describing the errors, and classifying  the errors. First stage is done by gathering suspected errors; meanwhile works with unwanted errors are rejected or put aside. Then, locating the errors found on students' works were  done by  identifying them without considering types of the errors. Next step is describing errors where the errors are labeled based on the linguistic category. Final stage is error classification involving  classification and  counting errors. Each stage gives detailed information of students’ performance which is beneficial for the teachers to improve the quality of teaching including the material and how to deliver.

The aim of this study is to find out whether or not project based learning is effective to improve students' writing on project report to the students at English Department, Sriwijaya state Polytechnics. This research applied a quantitative approach. In principle, experimental research was conducted to examine the effect of the treatment that has been given to something. It involved three independent variables, namely the Project based learning (X1), GWP (X2) and the dependent variable is writing a project report (Y). The samples were assigned to put their ideas into pragraphs as a means to collect the data. It was obtained that the scores of the students' writing skills with the approaches project based learning and guided writing procedure were 78 dan 73 respectively. It was no doubt that the students' writing skills with Project based learning was better compared with the approach of guided writing procedure.

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