Unveiling Syntactical Errors in SHS Students
Abstract
Academic writing has always been one of the hardest skills to develop as it requires mastery of the language. With the unforeseen pandemic, developing the said skills of the learners in this generation has become harder as new modes of instruction that are unfamiliar to both teachers and students emerge. With that, the main focus of this study is to identify the types and frequency of errors the students commit in writing academic papers in an attempt to provide the best possible interventions to remediate them. To achieve these objectives, 15 position papers were collected and analyzed. Error analysis designed by Gass and Selinker in 2008 was applied. In the end, results have been tabulated in descending sequence in which grammar appeared as the most frequent error. Strategies, such as the use of AI in checking grammar, and interventions, such as giving feedback and drafting, are recommended.
References
Al Badi, I. (2015). Academic writing difficulties of ESL learners. WEI International Language Conference Proceedings. 65-78.
Al-Ghabra, I. & Najim, A. (2019). Analyzing errors committed in paragraph writing by undergraduates. Journal of Language Teaching and Research, 10(2). 264-270. http://dx.doi.org/10.17507/jltr.1002.07
Daing, C. A., & Sahagun, M. L. T. (2020). Common errors committed by grade 11 students in writing english essays: Basis for the development of strategic intervention material. DOI:10.13140/RG.2.2.13930.06086
Dinamika, S. G. & Hanafiah, R. (2019). Syntactical error analysis on report text. Journal for Applied Linguistics and Literature, 4(2), 120-129.http://dx.doi.org/10.33369/joall.v4i2.7681
Ernesto Jr, L., & Saysi, J. G. (2023). Factors contributing to research writing apprehension among senior high school students in a private educational institution in the philippines. American Journal of Educational Research, 11(6), 421-429.
Gildore, P. J., Uka, A. H., & Yting, J. (2023). Error analysis of academic essays of senior high school students. Journal Corner of Education, Linguistics, and Literature, 3(2), 141-156.https://doi.org/10.54012/jcell.v3i2.224
Martinez, V. C. (2019). The performance of SHS learners in writing scholarly research with the aid of instructional scaffolding. JPAIR Multidisciplinary Research, 38(1), 110-124. https://doi.org/10.7719/jpair.v38i1.727
Pablo, J. C. I., & Lasaten, R. C. S. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57.
Portillo-San Miguel, E. J. (2021). Writing difficulties encountered by humanities and social sciences students in philippine politics and governance. International Journal of Language and Literary Studies, 3(3), 156-167. http://doi.org/ 10.36892/ijlls.v3i3.656
Rivera, R. R. S. (2022). Writing competence and grammatical errors of the written discourses of HUMSS 11 students. Psychology and Education: A Multidisciplinary Journal, 1(2), 84-92. https://doi.org/10.6084/m9.figshare.19407500.v2
Singh, C. K. R., et. al. (2017). Grammar errors Made by ESL tertiary students in writing. English Language Teaching, 10(5). 16-27. http://doi.org/10.5539/elt.v10n5p16
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
