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This research discusses about Mandarin syntactic errors of Indonesian learners, which performed at elementary stage. It aims to categorize errors and identify it. The researchers follow Corder’s steps in error analysis. Four categories of errors are considered in this paper, namely omission, addition, replacement and disorder. Finally, the researchers seek to explain why the students commit such errors. The results of the data analysis show that most of the syntactic errors are classified as disorder errors. These results indicate that the participants relied heavily on their mother tongue in their usage of the target language. Their errors reveal that lack of Chinese grammatical knowledge and L1 interference may be among the significant reasons for their errors. In order to reduce syntactic errors for students at the elementary stage, teachers should pay more attention to the comparison between Mandarin and their mother tongue, and also need to pay attention to provide the understandable input.