CHAPTER 4

Analysis and Presentation of Data

This chapter discusses the data analysis and findings from the given questionnaires to 75

respondents completed by Second year English Major Students of Mabini Colleges. The main

purpose of this study is to identify the Common grammar errors in writing English composition

of Third year English major students in Mabini Colleges.

The different figures indicated in this chapter tend to answer the following objectives:

 Common grammar errors in writing composition

 Contributing factors to the difficulty of English writing

 Significant relationship between the grammar errors and contributing factors to the

difficulty in English writing.

 Interventions to minimize the grammatical errors produced by the students.

Questionnaires were given to third year English major students of Mabini Colleges Inc. As

the main respondents of the study. The name of the participants are listed separately, in this way

no name could be linked to any specific questionnaire

A total of seventy-five (75) English major Students accomplished a set of essay type

questions and another set of interview questionnaires between - December 20 - 23, 2020. The

essay have been checked and the grammatical errors were recorded. Thus, the researchers

consolidated the results of the data gathered and were statistically analysed using statistical tools

such as frequency distribution, percentage technique, weighted mean and pearson product

moment correlation.
 The tables below show the tally of errors that appeared in the response of the 70

respondents after thorough evaluation. Accordingly, the illustrations indicates that the error in

using punctuation in essay writing has the most commonly encountered mistakes by the students.

While proper use of spelling has the least error.

4.1 The Common Grammatical Errors found in Students writing Compositions

Using the Frequency Distribution table, To determine the percentage of each grammatical

errors which are usually encountered in English subject. The researchers used the formula which

is – F/N, wherein F- represents the frequency, while N- is the total number of

students/respondents. Furthermore, the researcher been able to determine the Weighted Mean

using the formula;

X= Total number of Frequency / Total number of Errors, which is 684/16.

X=

Ranking Grammar Error Frequency Percentage

1 Punctuation 58 77.3%

2 Indention 55 73.3%

3 Capitalization 52 69.3%

4 Conjunction 49 65.3%

5 Verb agreement 48 64%

6 Prepositions 45 60%

7 Fragment 45 60%

8 Articles 45 60%

9 Word Order 42 56%

11 Pronouns 36 48%

12 Run-on 34 45.3%

13 Verb Tense 33 44%

14 Singular-Plural-Form 28 37.3%

15 Demonstrative 22 29.3%

16 Spelling 16 21.3%

Table 4.1.1

After getting the percentage and the mean ranked up the 75 respondents that shows with

the highest number of errors in the essay and later let them answer the questionnaires identifying

the contributing factors to the difficulty of English Writing Skills as well as the interventions

they knew to lessen their errors in writing English compositions. The table below revealed the

standing of the students based on the number of grammatical errors that they have committed as

they write their essays.

The results of this study have shown that the 2 nd year English major students make a

different types of writing errors in general and the grammatical errors in particular. It is noticed

that the findings of this study are aligned with the literatures and results of many studies

conducted by Ghabool, Edwina and Kashef (2012), Phuket and Othman (2015), Zheng and Park

(2013), Runkati (2013), Sumalinog (2018), group of researchers in Malaysia (2017), Omidipour

(2014), Wu and Garza (2019), Shumalia Khan and Mohammad Riaz Khan, (2016), Owu-Ewie

and Lomotey (2016), and Hourani in 2008. It is clear that errors like prepositions, subject-verb

agreement, fragments, nouns, pronouns and many more leads as the top most error in writing.
 What distinguishes this study from the result of other studies included in related literature

and studies is that, spellings, indentions, and spacing were included and visible as one of the top

most errors in the compositions made by 2nd year English major students. Most studies also

focuses only on grammatical errors without knowing its contributing factors and what has to be

recommended to possibly prevent students from committing errors in writings.

Ancheta in 2017 revealed that the most common grammar error committed by the

students is the subject-verb agreement being the top of all the errors followed by sentence

structures and word order, tenses of the verbs, spelling, punctuation and capitalization and the

use of articles and preposition which compared to this study, punctuation ranks up the first error,

word order on the 9th place, verb tense being the 13th error , spelling being 16th or the least

grammar error committed punctuation as the top or 1 st error among the discovered errors, and

capitalization which falls at 3 rd. place, 8th placement for articles and 6 th for prepositions. This

comparison shows that the placement of errors being the most practiced would vary depending

on the discussed rules by the teachers that are being transmitted to the students.

Hourani, 2008 on the other hand reveals only the top eight (8) errors which passive voice

and auxillaries are excluded in this study. The difference between the two (2) varies on teaching

method and mother tongue interference during discussions.

4.1.1 Punctuation

The students lack the ability to use the punctuations marks correctly as cited in Iamsu

(2014) in language teaching and learning it is the study of the unacceptable forms produced by

someone learning a language, especially a foreign language. The investigation of errors made by

second language well-known and contemporary some of them have committed errors in commas,

quotation marks such as, and conventional signs. It also has the same idea in the study Runkati
(2013) that outlined the two (2) main types of errors. The former type dealt with errors at the

sentential level which were fragments, run-ons, subject-verb agreement, word order, tenses,

capital letters and punctuation.

4.1.2 Indention

Most of the gathered data are not properly indented some of the beginnings of the

sentences are not correct. In the study of Hourani (2008) The identified factors are the teaching

methods in writing, the text books, lack of writing activities and homework, the

incomprehensibility of mechanics of writing, mother tongue interference, lack of motivation and

lack of vocabulary. Also, from Wu and Garza (2019) stated that There are also grammatical

errors arranged in descending order like sentence fragment, sentence structure, and singular and

plural form of the verbs and its omission.

4.1.3 Capitalization

The results are below average when it comes to correct capitalization, some of the results

have are wrong after the punctuation if it will be a capital letter or not, in Javed (2013), was

considered as one of the approaches of linguistic study which focuses on error learners make and

it assists educators in understanding the process of learning a language also with Ancheta (2017)

that focuses on the most common grammar error committed by the students is the subject-verb

agreement punctuation and capitalization are discussed since primary until tertiary but the

product of this teaching is quite disturbing for it affects the grammar comprehension of the

students in different fields of learning.

4.1.4 Conjunctions
 Some of the results are in the essays had difficulties in how they will combine words. In

the study conducted by Shumalia Khan and Mohammad Riaz Khan, (2016) the grammar errors

were analyzed through written works given to the students the verb tenses and forms, subject-

verb agreement (SVA), word order, prepositions, articles, auxiliaries are some of the most

common grammatical errors found in each students’ composition also in the study of Phuket and

Othman (2015) presented the grammatical errors started from tenses, prepositions, word choice

in writing narrative essays that happen to have a relative source in determining the errors found

in the essays of the students.

4.1.5 Verb Agreement

The students lack of knowledge in using verb agreement, and some of the students make

a lot of different types of errors such as in verb agreement because students didn't know that the

subject verb agreement is the correspondence of a verb with its subject in person and numbers

and a pronoun with antecedent in person , no. and gender

4.1.6 Preposition

I noticed in that study shows that Some students are lack of knowledge on how to use

Preposition in a proper way such as "on/in" which shows the common mistakes of student.. The

knowledge of the world is helpful for career advancement or widening the learning of many

disciplines. As a result of its rise, and as a world language, English language no longer known as

most difficult thing to teach and to learn.

4.1.7 Fragment

I conclude that the students are lack of used in a proper ways in writing a sentence. They

dont know to resembles a sentence. In the study of Hourani (2008) The identified factors are the
teaching methods in writing, the text books, lack of writing activities and homework, the

incomprehensibility of mechanics of writing, mother tongue interference, lack of motivation and

lack of vocabulary. Also, from Wu and Garza (2019) stated that There are also grammatical

errors arranged in descending order like sentence fragment, sentence structure, and singular and

plural form of the verbs and its omission.

4.1.8 Articles

Some of students has an article weaknesses that showed in this study. the proper use of

the "a/an" i should combine with a proper noun to form a noun things that i didn't notice in the

study. Students find grammar and use of tenses difficult. The students learning English often

make mistakes and commit errors

Some of the results are in the essays had difficulties in how they will combine words. In the

study conducted by Shumalia Khan and Mohammad Riaz Khan, (2016) the grammar errors were

analyzed through written works given to the students the verb tenses and forms, subject-verb

agreement (SVA), word order, prepositions, articles, auxiliaries are some of the most common

grammatical errors found in each students’ composition also in the study of Phuket and Othman

(2015) presented the grammatical errors started from tenses, prepositions, word choice in writing

narrative essays that happen to have a relative source in determining the errors found in the

essays of the students.

4.1.9 VERB TENSE AND FORM

Phuket and Othman (2015) presented grammatical errors started from tenses,

prepositions, word choice and comma in writing narrative essays. With the category of verb

tenses, it has given a total of 36 respondents who committed errors, an error rate of (51%). This
finding may explain that the use of verb tense was one of the major difficulty out of the 16

guided questionnaires for the respondents. The use of verb tense shows that the English students

still find a difficulty when and how to use the tense and the form of the verb. The tenses most

commonly misused were the simple past tense, future tense, past perfect and present simple. It

can be justified mentioned in the one hand that the incomprehensibility of the correct form and

usage of the verb.

It tackle problem solving as well as….. (tackles) ….as well as….

In this example, the student has confused between the use of s and es and the use of

simple past and simple present.

4.1.10 Singular-Plural Form

Sumalinog (2018) discovered about 8 grammatical errors were determining the singular-

plural form of foreign language was one of the errors committed by the students. These show the

thoughts of students are learning but with confusion. A noun is defined as a word that is used to

name any person, thing, animal, ideas, state, on quality in this study, the percentage of errors in

singular-plural form is relatively low compared to other types of grammatical errors (44%). 31

error were counted in the texts.

They tend to keep the irregular plural as singular when it is plural as the case in the

example. This means that in order to simplify things, learners often sub-categorize certain

countable noun as uncountable nouns and vice versa.

If you are not allow to them to other country….. (allowed) to bring them…..

4.1.11 DEMONSTRATIVE PRONOUN

Phuket and Othman (2015). In the study conducted by Sumahinog (2018) of Cebu Normal

University, he conducted that students struggle in remembering and applying grammar rules and

patterns. In fact their mistakes were the ones repeatedly taught to them in previous grade levels.

This study identified that among the 75 respondents they are 23 committed errors, errors rate

(33%). This means that some of the students of English course have difficulty in using

demonstrative pronoun; This-that-this-those. It seems that even it was thought in there high

school years. There was a time that a simple use made them confused to write a sentence. Also,

this study determined that students are committing errors in using demonstrative pronouns

because their learning are not enough when it comes in writing essays/sentences.

Because they have many Filipinos…. (these are) many Filipinos

4.1.12 SPELLING

The study of Malaysia (2017) concluded that, though students were taught about different

grammar rules in primarily and secondary to schools, students in tertiary education are still

involve in grammar issue especially in written outputs.

In this study, the percentage of errors in spelling is relatively low among all the 16 errors

committed by the students (24%). 17 errors were counted in the texts. Some of the students do

not carefully assessed their spelling abilities. According to the study, the students are using some

necessary words without observing the correct spelling of the words. The result given from the

errors committed by the students justified that they are not familiar with the Spelling

Demonstrative. Thus, students needs to assessed few rules of spelling and distinguish between

homophones that confused them in using words to construct a sentence.

RANKING NO.OF RESPONDENTS NO. PERCENTAGE

COMMITTED

GRAMMATICAL

ERRORS

1. 14 19, 39 2.67

2. 13 34, 40, 43, 46 5.33

3. 12 14, 23, 30 4

4. 11 11, 20, 11, 24, 28, 10.67

33, 38, 60

5. 10 5, 12, 15, 17, 21 12

42, 53, 57, 67

6. 9 3, 10, 26, 28, 31, 44 16

48, 58, 66, 69, 70, 79

7. 8 31, 36, 41, 61, 62, 10.67

64, 65, 72

8. 7 4, 9, 54, 55, 74, 78 6.67

9. 6 45, 47, 50, 51, 59, 9.33

73, 75
 10. 5 1, 7, 18, 25, 52, 63, 70 9.33

11. 4 68 0.01

12. 2 6, 77 2.67

Table 4.1.2

This table shows the ranking of selected students to be asked by the interviews to find out

the contributing factors to the difficulty in writing an English composition. This shows that out

of 16 identified error respondent no. 1 got 14 in total which means that his/her essay got 87.5%

of errors then respondent no. 10 got 11 errors which is equivalent to 68.75% in total. Through

these, it is concluded that students commit mistakes and those mistakes has identified

contributing factors in it.

4.2 The Contributing Factors Affecting the Student’s English Writing Composition

4-Point Likert Scale

Weight Mean Range Interpretation

4 3.51- 4.00 Always observed

3 2.51- 3.50 Sometimes observed

2 1.51- 2.50 Seldom observed

1 1.00-1.50 Never observed

Table 4.2.1
 Table 4.2.1 indicates the 4-point Likert’s scale which served as the reference of

determining whether the students always, sometimes, seldom or never considered the eight (8)

contributing factors as basis of the grammatical errors they have committed in writing their

English compositions. The following data reveals the result of gathering answers from the survey

questionnaires given to the students.

CONTRIBUTING NEVER SELDOM SOMETIMES ALWAYS MM

FACTORS

F % M F % M F % M F % M -

1. The teaching 0 0 0 11 14.67 0.2984 39 52 1.56 25 33.33 1.3332 3.19

methods in writing

2. The text book 3 4 0.04 17 22.66 0.4532 44 58.67 1.7601 11 14.67 0.5868 2.84

3. Lack of writing 4 5.33 0.0533 12 16 0.32 55 73.34 2.2002 4 5.33 0.2132 2.79

Activities and

homework’s

4. The 1 1.33 0.0133 14 18.67 0.3734 48 64 1.92 12 16 0.64 2.95

incomprehensibilit

y of Grammar rules

5. The 1 1.33 0.0133 19 25.33 0.5066 43 57.34 1.7202 12 16 0.64 2.88

incomprehensibilit

y of mechanics of

writing

6. Mother tongue 6 8 0.08 23 30.67 0.6133 38 50.67 1.5201 8 10.66 0.4264 2.64

interference
7. Lack of motivation 7 9.33 0.0933 21 28 0.56 35 46.67 1.4001 12 16 0.64 2.69

8. Lack of vocabulary 3 4 0.04 15 20 0.4 43 57.33 1.7199 14 18.67 0.7468 2.91

GENERAL WEIGHTED MEAN: 22.89

Table 4.3.2

As shown in table 4.3.2, it is revealed that eight (8) out of eight (8) contributing factors of

grammatical errors resulted to be sometimes observed. The teaching method yields 3.19 followed

by the incomprehensibility of Grammar rules with 2.95, lack of vocabulary with 2.91, the

incomprehensibility of mechanics of writing with 2.88, the textbook with 2.84, lack of

motivation with 2.69 and mother-tongue interference with 2.64.

4.2.1 The teaching methods in writing

Through the use of the survey questionnaire produced by Hourani in 2008, the researcher

easily found out the leading contributing factors on why students commit grammatical errors in

their writing composition. Relating to the findings of Case, 2019, he then figured out that among

the specified factors that his respondents have shown, the students don’t realize that they are

learning the same grammar, they don’t think that grammar point is important. And, these are

because, the teachers in their classes does repeat the same old method in teaching the forms of

writing and its application. Therefore, it is not a shock when the study found out that the teaching

methods in writing resulted 3.19 which is, according to Likert’s scale, from 2.51-3.50 it was

labeled to sometimes observed leading contributing factor.

4.2.2 The Text book

Based from the result of the textbook being the contributing factor, 2.84 reveals that it

falls to the category of sometimes observed. Basing from the result of the study conducted by
Case (2019), the accuracy is not their priority is one of the reasons for committing mistakes in

writing. Facts from textbooks, techniques from different published articles would not satisfy the

need in understanding of the students. Rules in grammar should always be explain well by

instructors not just referring students with books which they don’t know if it will fit the lessons

or if they could possibly use it for wide reference. In line with this, the study determined that

students even textbooks are presented and ready to use, they are not giving such time to read and

improve their comprehensibility and grammar. Thus, students are continue to commit mistakes in

written outputs or even in oral.

4.2.3 Lack of Writing Activities and Homeworks

Likert’s scale revealed that the lack of writing activities and homework,

specifically the appropriate and applicable tasks is considered as “sometimes observed” as the

contributing factor in grammatical errors by the students with the mean of 2.79. Just like any

other factors like what is stated in Case in 2019 reveals that students are overloaded because of

random school works, but mostly are not related on improving the student’s skills in writing.

Random school works from minor subjects overpower he activities that has to deal more with

improvement in making written outputs and alike. That is why, it’s kind of similar with the

findings gathered by the researchers of this study.

4.2.4 The incomprehensibility in grammar rules

One of the students main reasons or factors in learning the ways on how to write down

ideas which are captivating is the incomprehensibility of grammar rules which is not a doubt as it

gets 2.95 from the past survey and tends to fall down as “sometimes observed” as a contributing

factor. A choice of their language at home and school was one of the causes of their less
proficiency in English, a findings from Wayar and Saleh’s in 2016, which in this case, learners

cannot determine what rules should they follow when making statements, are students going to

use basic language and would not explore to find depth words with great meanings or students

must have apply the grammar rules one taught to them in their schools.

4.2.5 The incomprehensibility of mechanics in writing

With the mean of 2.88 which is according to Likert’s scale is “sometimes observed”, the

comprehensibility of mechanics of writing became a strong factor in committing errors in written

works like essays. Referring to the study conducted by Case in 2019, they don’t think that

grammar point is important and they think that as they learn, it becomes harder than it is before.

Meaning, most of the time students would pay attention to comprehend well on how writings

should be done. A teacher must incorporate more about writing mechanics so students would not

feel the same ways as the students from Case’s study have revealed. There should be a clear

mechanics so students would feel enlightened and would not be confused on mechanics and

writing.

4.2.6 The Mother-tongue interference

The mother-tongue has always been the factor in learning grammar rules and application

even before these studies came out it was highly-observed. With the mean of 2.64, it falls down

to “sometime observed’ to the students. Studnets who were into speaking Bicol and Tagalog at

all times would simply relate to it for there are differences between the rules on dialects and

universal language. Same idea is with the study of Wayar and Saleh in 2016 where they stated

that interference of mother tongue is because certain verbs in Hausa language do not inflect for
number and gender.” Meaning, the greater the exposure to the use of mother tongue language,

the great the chance of its high acquisition especially in comprehension and communication

where in the case of the respondents would relate.

4.2.7 Lack of motivation

From the table above, it reveals that the teaching method resulted 2.69 which is,

according to Likert’s scale, from 1.51 - 2.50 it falls to the category, sometimes to have an effect

to motivate the students. Referring to the same survey questionnaire used by Hourani in 2008,

the identified factors are the teaching methods in writing, the text books, lack of writing

activities and homework, the incomprehensibility of mechanics of writing, mother tongue

interference, lack of motivation and lack of vocabulary. In this case we can conclude that most of

the students are not always motivated to do study and correct their errors in English grammar.

4.2.8 Lack of vocabulary

From the table above, it reveals that the student’s fluency capability that was measured

by the survey resulted to 2.91 which is, according to Likert’s scale, from 2.51 – 3.50 it was

labeled to the category sometimes. As referring to the same survey questionnaire used by Case in

2019, the reasons why students committed errors in doing their written compositions with

English as their medium for the reasons of; Students don’t realize that they are learning the same

grammar, they don’t think that grammar point is important, they attempt to use informal

language, that makes sense for other researchers to come with the thought of interventions and/or

recommendations for the errors commonly made. It also has some similarities to the study of

Shumalia Khan and Mohammad Riaz Khan that points out that no matter how long a student is
being taught by grammatical rules, there is still a big chance that they are not going to remember

it all especially the basic ones.

4.3 Correlation of Grammatical Errors and its Contributing Factors

Variable Grammar Errors in writing compositions

Factors contributing to their 0.0505

Grammatical error

N 75

Note: N=sample size, *p<.05, **p<.01

It was hypothesized that the grammatical errors and the factors contributing to their

grammatical errors of the respondents would correlate significantly. Pearson Product-Moment

Correlation Coefficient r was calculated to determine the relationship between the respondent’s

grammatical errors (mean value= 40.38, SD=11.72) and factors contributing to grammatical

errors (mean value= 2.88), SD=0.22). The correlation was significantly found at 0.0505 p=

0.046, and shows a moderate relationship between two (2) variables.

It implies that when the larger the contributing factors are found, the more the

grammatical errors will be associated with. That is why the correlation between the grammatical

errors and its contributing factors falls at 0.505 p=0.046 which is according to the degree of

correlation, if the value lies at 0.50, it will be considered in the direction and strength of

correlation as moderately observed.

Figure 4.3.1 The Descriptive Statistics

MEAN STANDARD N
 DEVIATION

Common Grammatical 40. 3750 11.72 959 16

Errors

Factors Contributing to 2.8788 0.20681 16

their Grammatical Errors

Figure 4.3.2 The Correlations

Common Grammatical Factors Contributing to

Errors their Grammatical

Errors

Pearson Correlation 1 0.505*

Common Grammatical Sig. (2-tailed) 0.046

Errors N 16 16

Pearson Correlation 0.505* 1

Factors Contributing to Sig. (2-tailed) 0.046

their Grammatical Errors N 16 16

Factors Contributing to their Grammatical Errors 2.8788 0.20681

*Correlation is significant at the 0.05 level (2-tailed)

4.4 Data Analysis-Interviews

Students were asked how they would prepare to compose their compositions. Specific

answers are provided by the respondents in accordance with the measures to overcome the

difficulties in writing compositions.

QUESTION NO.1

How do you prepare for your answers to write an essay?

1. Providing at least three main points or questions to support the explanation.

2. Forming a collaborative set of ideas to provide a more concrete explanation of the

subject. The introductory question, the answers, including the pros and cons and

the cause and effect of an essay on the body, and the catchy conclusion summary,

which may include a declaration of agreement and disagreement.

3. Do some research and/or look online for similar explanations to support and then

further elaborate the claims.

4. Read books articles or anything that has quotations for deeper explanation.

5. Make an essay outline learned from previous to present instructors.

Figure 4.

QUESTION NO. 2

What alternatives/ advice does your former teachers offer you right after they

notice that you need to revise your writing compositions?

1. Teachers said they have to read stories and articles on books and observe the use of

punctuations, indentions and coordinating ideas.

2. Need to check and read it twice and she/he told me that every composition that I

need to do, make sure that it’s worth of reading.

3. Advise students that when writing an essay, it would be better to start or choose a

topic that readers will be hook to read and end the narrative with satisfaction on

your content.
 4. Read a dictionary, editorial sections on newspapers, magazines and articles online

which will help you reform the input words in your composition.

5. Teachers suggest to attend on remedial classes mostly scheduled on weekends and

summer time.

6. Teachers suggest to watch English movies so that students will be able to adapt and

apply the words and sentence construction.

Tables demonstrate that there is a significant relationship between grammatical errors and

their contributing factors. The higher the result of often and always observed of the contributing

factors, the more a student cannot produce a good result of writing compositions. The result was

that most students had a high percentage of errors committed, and some contributing factors have

always had an impact on them.