Abstract: This study investigated frequently committed grammar errors in written composition of students in English. The study analyzed errors in a corpus of 150 essays written by purposively selected third year students of Pitogo High School who were enrolled in English III during the School Year 2013 - 2014. This study is important to educators and learning material developers who should become aware of the kind of errors that their target learners make, so that they are in a better position to put appropriate intervention strategies into place. For learners, error analysis is important as it shows the areas of difficulty in their writing. Quantitative method was used in this study. Adequate and accurate interpretation of the existing phenomenon was performed with the use of percentage as the statistical method. Errors were identified and classified into various categories based on Analysis Model of Ferris. This study pinpointed specific types of global and local errors. Based on the findings, it was concluded that the errors committed by the students in their written composition served as evidence that the respondents lack mastery of the English language system. This study recommends that the most frequent errors committed by the students should be given emphasis in designing and developing modules in writing that would scaffold students' ability to write compositions with high level of grammatical correctness.
Keywords: Error Analysis, Global Errors, Local Errors, Errors in Written Composition.
Title: ERRORS IN WRITTEN COMPOSITION OF STUDENTS IN ENGLISH: INPUTS FOR A DEVELOPMENT OF MODULES IN WRITING
Author: Jesus Perry L. Caudilla
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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