Error analysis of grade 11 students' written outputs in the english subjects / [manuscript] Zernie DC. Gutierrez

Thesis (MALED) BPSU, 2020.

Writing is an art of transforming one's thought into a written language. It is a skill needed in order to prosper in this competitive era. However, it has become observable that students are frequently committing grammatical errors on their written outputs. Believing that there is a need to fully understand these errors, an error analysis approach of research was conducted. The concurrent mixed-method design of research was used to gather both qualitative and quantitative data from 33 STEM students. Through the aid of the Markin Software, the errors were identified, categorized, counted, and analyzed. The grammatical categories which had the highest frequency of errors are punctuations, subject-verb agreement, verb tense, spelling, word choice, vague reference, repetition, paragraphing, articles and missing words. Qualitative data revealed that the main reason for these errors is that the participants had very low knowledge on the different rules of correct grammar. Inputs on how the curriculum could be strengthened in terms of improving the writing skills of the students were provided, namely: reintroduction, opportunity, and persistence. Reintroduction of the basics of writing could be given to all SHS students and they should also be provided the opportunity to enhance their writing skills. Efforts toward the improvement of this skill should persist until the objectives are met.