Grammatical errors usually happen in making a form of good writing; one of the essential components that is important to master is grammar. Grammar must be learned by students who want to learn languages because grammar is needed when students write works to be understood by the reader. Therefore, the researcher is interested in doing a systematic review of studies of grammatical errors in writing made by senior high school students in Indonesia.

The study adopts a qualitative textual analysis, focusing on descriptive research to interpret data through words and descriptions. The research systematically examines data using content analysis to draw reproducible and valid conclusions. The data were obtained through 20 journals, and the researcher selected based on the findings: the most frequent grammatical errors in writing made by a senior high school in Indonesia and the main source of grammatical errors in writing made by a senior high school in Indonesia. The data were analyzed using table analysis as an analytical tool to classify data.

 The findings underscore the need for targeted instructional strategies to address these errors and improve grammatical accuracy in second language acquisition. After analyzing twenty journals, it was found that misformation errors are the most frequent grammatical errors in writing made by senior high schools in Indonesia, and sixteen journals showed those results. Moreover, for the main source of grammatical errors in writing made by senior high school students in Indonesia, thirteen journals indicate that students are prone to intralingual errors in their writing. Intralingual errors occur when students make writing errors due to misunderstandings of the language itself.