Errors committed by students in writing recount can happen in any level. The objectives of this research were to describe what the types of errors on the use of simple past tense in students’ recount text writing are, to find out the error percentage on the use of simple past tense in students’ recount text writing, and to identify the sources of the errors found on the use of simple past tense in students’ recount text writing. This research focused on the tenth grade students at MA NU Banat Kudus. The method used in this study was descriptive qualitative. The data of this research was grammatical error on the use of Simple Past Tense and the source of this research was writing assignment from 34 students of X IPA U. The steps of Error Analysis were identification, description, explanation, and evaluation of errors. The writer used Surface Strategy Taxonomy proposed by Dulay (1982: 150) in the analysis of the data. From the result, it could be seen that errors made by students were 56 omissions, 9 additions, 79 misinformations, and 3 misorderings. From the frequency of each error types, misinformation was the error which most frequently produced by the students. It took 54% of the total errors. Moreover, 38% errors fell into omission and 6% errors fell into addition; whereas, for misordering, it only took 2%. These errors came from the influence of their first language rules (interlingual), some errors occurred because students generalized the rule and applied it incompletely (intralingual) and sometimes they could be found similar to those made by children learning the target language as their first language. Most errors made by students were influenced by their target language rules. Later, the result of EA in students’ writing could be used as a feedback for teachers to implement effective teaching in the grammar class.