Common Errors in Grammar and Mechanics in Academic Writing by Senior High School Students

Abstract

In the realm of language learning, learners' errors have emerged as a significant concern for analysis. Despite academic writing's formal nature, students continue to commit errors. In this qualitative study focusing on Grade 12 students' written academic texts, specifically application letters, a detailed analysis of common errors in grammar and mechanics was conducted. The research utilized content analysis on 186 application letters, employing a researcher-made rubric and involving three raters, including the researcher and two fellow English teachers. Thirty letters with the lowest scores were subjected to in-depth analysis using criterion sampling. The findings revealed prevalent grammatical errors, such as comma splice, subject-verb agreement issues, misused prepositions, and fragments. Mechanical inaccuracies included spelling mistakes, misused punctuation, and capitalization errors. Notably, a significant proportion of errors were identified in mechanics, indicating students' limited grasp of these aspects. The study underscores the crucial need for students to enhance their mastery of grammar, sentence structure, and mechanics in writing. To address these challenges, teachers are encouraged to employ engaging writing scenarios that involve grammatical exercises. Additionally, students should be advised to read extensively and understand the importance of thorough proofreading in refining their written communication skills. This study emphasizes the vital role of educators in guiding students toward proficiency in academic writing, ensuring their competence in grammar and mechanics for effective communication.