Speaking skill is different from writing skill. Writing is a formal skill, so as a writer he or she must be consistently follow the formal procedures. It is different from the speaking skill which doesn't so strict in accommodating the formal rules. The Writing of script at Speaking 2 lecture is the focus of this study because the scripts are presented after they prepare for having conversation. Through writing the speaking script the students learn carefully of khow to deliver a conversation purposefully and use the language features correctly even in oral communication. Moreover, in speaking they are able to convey their feeling, emotion and thought. The purposes of this study are to know the kind of grammatical errors made by the students of the English Department in writing their speaking scripts and the sources of students in making error in writing the speaking scripts. The researcher takes the subjects of students of the second semester of the English Department STAIN Salatiga in academic year of 2012/2013 as they took Speaking 2 subject. And to collect the data the researcher used test and documentation. The result of this study explains that the writer analyzed the errors made by the students included the use of grammatical rules, vocabulary choice by implementing error analysis. In addition, the errors The Error Analysis on the Students of English Department Speaking Scripts 226 REGISTER, Vol. 7, No. 2, November 2014are analyzed such as the use of preposition, subject pronoun, object pronoun, verbs and nouns, irregular verbs, tenses, pronouns and possessive case, word choice, writing questions, and conditional sentence. AbstrakKeterampilan berbicara berbeda dari keterampilan menulis dalam pembelajaran bahasa Inggris. Menulis adalah keterampilan formal, sehingga para penulis harus konsisten untuk mengikuti prosedur resmi dalam menulis. Hal ini berbeda dengan keterampilan berbicara yang tidak mengikuti aturan formal seperti halnya keterampilan berbicara. Fokus dari penelitian ini adalah penulisan naskah speaking di mata kuliah speaking 2 yang mana nantinya naskah dibuat setelah mahasiswa mempersiapkan rancangan untuk percakapan. Dengan menulis naskah untuk berbicara mahasiswa dapat belajar dengan lebih teliti untuk berbicara atau dalam percakapan dalam bahasa Inggris dengan baik dan benar. Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahan pada tata bahasa yang ditulis oleh mahasiswa Jurusan Bahasa Inggris dalam penulisan naskah berbicara dan mengetahui penyebab kesalahan dalam menulis naskah mata kuliah Speaking 2.

For several years there has been an appreciation and huge awareness pertaining to the importance autonomy of learners and the role of individual and group learners in leading their process of learning inside and outside the classroom. Nevertheless, in real teaching and learning process, it is not always visible how to encourage and develop learners dealing with this role, and how to ensure they are ready to perform it. The topic of autonomy of learners is widely discussed and acknowledged among social scientists and observers but perhaps to its complex and myriad characteristics, the autonomy of learners has not been studied widely up to present day. To fill this gap, this qualitative research was conducted to investigate the use of drama to build autonomous English learning towards the students of International class program of IAIN Salatiga batch 2018. There are twenty students of fourth semester along with the range of age between 19 and 20 years old as the subject of the research along with two problem statements: the first, how is the process of students' autonomous English learning process before and after the implementation of drama performance in the class? The second, what are the Strength and the weakness of the use of drama to improve autonomous English learning process of students? After conducting fourteen meeting of implementing the drama performance there were two conclusions: the first, it can be concluded that the use of drama performance is an effective method to develop autonomous learning habit of students. They are able to develop their potential in maximum way and be able to learn together in their peer learning group. The second, from the given questionnaire's answers, dealing with the strength of the use of drama in improving student's autonomous learning, it can be seen that there are 16 students who felt that drama performance can improve students' speaking ability, mastery of vocabulary and boost their self-confidence. Pertaining to the weakness of the use of drama in building autonomous learning there are 17 students who said that there is no weakness in the use of drama to build autonomous learning.

Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is very necessary for teachers to understand  the characteristics of young learners.’ Learning method s will influence how a teacher makes a lesson plan according to  young  learners’ minds. This article tries to explain some methods of young learners in teaching English as a second language for young learners

This paper seeks to explorehow the comprehensible inputs are given by mother   responded by the children who have no English background and what are the discourse features which aid children’s comprehension and ability to maintain the conversation. This study is conducted in the writer’s home with her sons in order to apply the comprehensible inputs. The results shows that the children ages 5 and 7 years old who have no English background are able to give the responses unless the questions or the stimulus given must be followed by the non verbal language such as gesture and the body movements. In this case, the results can be varied. From the stimulus using the comprehensible inputs, the children are also giving different responses. It can be in the form of non-verbal language such as nodding or by repeating the last word said by their mother. It is suggested that parents should give encouragement to the children and help them in acquiring the second language at home. Keywords:  Parents’ stimulus; Comprehensible inputs; daily conversation with no English background.