| dc.description.abstract | Grammatical errors are committed by the students in their composition of writing
due to a lack of knowledge of conventions in the English language, which
hampered their competence. This study sought to analyze errors in academic
essays committed by Senior High School students of the University of Mindanao.
The study utilized Corder’s Theory on Error Analysis to examine 100 academic
essays of Senior High School students. The results revealed that under five
categories of errors, Mechanics (46.98%) has the most problematic errors
committed by the students with 514 error counts, preceded by Omission (20.84%)
with 228 error counts. This is followed by Addition (17.37%) with 190 error counts,
Substitution (13.99%) with 153 error counts, and Permutation (0.82%) with nine
error counts, the least problematic category. The results further revealed that the
SHS students are experiencing difficulties in applying grammatical and writing
rules in their academic writing, such as appropriate usage of prepositions,
omission of morphemes, proper structure of sentences, and substituting elements
of sentences, causing them complexity in reading. The study implied that the
concept of the English language must be taught by the teachers directly to the
students with feedback because their mother tongue hampered their acquisition of
L2. This study can contribute to the teachers supplementing students'
competence in writing by conducting interventions in the school.
Keywords: education, Senior High School students, academic essay, error
analysis | en_US |
