PUERTO GALERA NATIONAL HIGH SCHOOL 1

GRAMMATICAL ERROR IN RESEARCH WRITING SKILL

OF GRADE 12 ( SCIENCE, TECHNOLOGY,

ENGINEERING, AND MATHETICS )

STEM STUDENTS

A Research Paper
Submitted to the Senior High School Department
Puerto Galera National High School
Puerto Galera, Oriental Mindoro

In Partial Fulfillment of the

Requirements for the Subject
Practical Research 2

BY

KEILAH G. REYES
LAWRENCE DE BELEN
JAIRA MARIE ANGELES
MICAR SHANE A. ARGUELLES
YESHA MERYLE ATENDER
JENELYN R. SANCHEZ
JOHN JUDEL MANONGSONG

December 2022
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CHAPTER 2

LITERATURE REVIEW

This chapter presents the related literature and studies that are carefully

chosen by the researchers from the available resources. It provides a basis or

frame of reference for the conduct of the investigation.

Notes on accomplishing this chapter of the paper:

1. Follow the APA 7th Edition Citation and Referencing Style (for reference list).

2. Select ONLY the relevant/related/important pieces of literature and studies.

3. Provide at least 10 related literature and/or studies.

4. Make sure to connect ideas within this chapter. Use cohesive devices /

transitional markers (e.g., however, furthermore, on the contrary, etc.)

REVIEW OF RELATED LITERATURE (RRL)

TITLE

The Performance of SHS Learners in Writing Scholarly Research with the

Aid of Instructional Scaffolding

ABSTRACT

A research writing paper is frequently regarded as a significant output

produced by students. However, most students in senior high school find

it difficult to write research paper, most Senior High School students in the

Philippines struggle to explain their points in their studies. One of their

issues is using academic writing conventions, such as formality,

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coherence, grammar, and other related skills, when writing scholarly

papers. Therefore, the purposed of this study is to improve students’

research writing abilities by using instructional scaffolding, a teaching

strategy that offers support system like reinforcements or useful activities

to help students become independent until it’s no longer necessary. The

purpose of this qualitative study was to evaluate the effectiveness of

instructional scaffolding by using correction symbols as an intervention to

address the challenges of a grade 12 STEM students at Senior High

School faced when writing a research paper. By evaluating them using the

Erel and Balut (2007) checklist, which was also subjected to the T-test

formula, 25 research papers were examined. As a result of this study, the

mean error scores dropped from 75.52 to 20.52, indicating a significant

improvement in the research paper writing of the students. This finding

suggested that instructional scaffolding improved learners; research

paper writing skills

KEYWORDS:

Research Paper, STEM, Grammar, Senior High School

REFERENCE (URL)

https://captainswadeshkumar.com/index.php/jpair/article/view/727

REVIEW OR RELATED LITERATURE (RRL)

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.

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https://doi.org/10.7719/jpair.v38i1.727

TITLE

Research, Writing, and Collaborative Skills, and Research Output Quality

of Senior High School Students Under the New Normal

ABSTRACT

This survey-correlational research was conducted to determine the levels

of research, writing, and collaborative skills and research output quality of

Senior High School students under the new normal, S.Y. 2020-2021. The

participants of this study were sixty-three (63) Grade 12 students and five

(5) Senior High School teachers involved in research advising, paneling,

and teaching, who are currently enrolled and employed respectively in

Ochando National High School in the District of New Washington. The

research skills of the students were measured using a 42-item objective

type researcher-made Research Skills Test. The writing skills were

evaluated through an adapted Writing Skills Test and were graded using a

20-point adapted rubric. The collaborative skills were assessed using a 50-

item adapted and modified Collaborative Skills Questionnaire. The

research output quality was assessed through a 60-point researcher-made

Research Output Quality Rubric. The data-gathering instruments were

subjected to face and content validation by a panel of experts, reliability

testing, and item analysis. The statistical tools used in descriptive data
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analyses were frequency count, mean, and standard deviation. The

Analysis of Variance and Pearson r were used as inferential statistical

tools to determine the significant differences and relationships among the

levels of the variables of the study. All inferential tests were set at a 5%

alpha level of significance. The study revealed that students had

developing research skills. Students possessed developing writing skills.

Students had high collaborative skills. Their research output quality was

poor. There was a significant difference in research output quality among

the levels of research skills of Senior High School students. There was a

significant difference in research output quality among the levels of

writing skills of Senior High School students. There was a significant

difference in research output quality among the levels of collaborative

skills of Senior High School students. There were significant relationships

among research skills, writing skills, collaborative skills, and research

output quality of Senior High School students.

KEYWORDS:

REFERENCE URL

https://www.al-kindipublisher.com/index.php/jweep/article/view/3409/2996

REVIEW OF RELATED LITERATURE (RRL)

Patricio, G. (2022). Research, Writing, and Collaborative Skills, and

Research Output Quality of Senior High School Students Under the New
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Normal. Journal of World Englishes and Educational Practices, 4(2), 35–69.

https://doi.org/10.32996/jweep.2022.4.2.5

TITLE

Reading and Writing needs of Senior High School Students : The Case of

Filipino Students in the Philippines.

ABSTRACT

In a public school of Metro Manila, Philippines a study was conducted to

determine the current skills, competencies and needs of Senior High

School (SHS) students in academic reading and writing through needs

analysis. To highlight students’ proficiency in English and their level in

using second language in reading and writing they used present situation

analysis (PSA). Then an item analysis after the diagnostic test given to

participants together with three English Teachers’ interview, seven

students with high score and seven students with low scores. Survey was

conducted among 100 SHS students. Results says that students’

struggled with grammar and mechanics, having limited vocabularies and

lacking on expertise and experience or practice in writing with proper

citation. In the end the study proposed using a text based method, clear

instruction, and real group projects to teach reading and writing in SHS

students of the Philippines

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KEYWORDS:

Writing skills, Grammar, Mechanics, Proper Citation, Needs Analysis,

Senior High School students.

REFERENCE (URL)

https://www.google.com/url?q=https://www.researchgate.net/publication/

361931076_Reading_and_Writing_Needs_of_Senior_High_School_Student

s_The_Case_of_Filipino_Students_in_the_Philippines&usg=AOvVaw2yD2

MSivGqem0EFCdeqXoW

REVIEW OF RELATED LITERATURE (RRL)

Urbano, C.M., Gumangan, Ma.A., Gustilo, L. and Capacete, Ma.P.(2021)

Reading and Writing needs of Senior High School Students: The Case of

Filipino Students in the Philippines. Modern Journal of Studies in English

Language Teaching and Literature, 3(1), 140-165.

https://doi.org/10.56498/journal.pone.31202154.

FOREIGN

TITLE

Inter- and intralingual errors in Chinese students' compositions: A case

study

ABSTRACT

The aim of this research is to figure out what grammatical errors were

made by Chinese learners in writing English composition. In this

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qualitative study, time controlled written English composition by 39

Chinese University major of English were implemented by means of Error

Analysis, for them to know whether it can be inter-lingual and intra-lingual

influence. The researchers investigate error made by more than one fifth

of the participants. As a result, Chinese learners do mistakes in both

interlingual and intralingual influence.

KEYWORDS:

Second language, Acquisition, Inter-lingual errors, Intra-lingual errors,

Chinese learners of English, Error Analysis.

REFERENCE (URL)

http://kau.diva-portal.org/smash/record.jsf?

pid=diva2%3A1260221&dswid=7461

REVIEW OR RELATED LITERATURE (RRL)

Björkegren, David. (2018). Inter- and intralingual errors in Chinese

students' compositions: A case study. DIVA. Faculty of Arts and Social

Sciences. Department of Language, Literature and Intercultural Studies

Linguistics. 1-31 https://kau.diva-portal.org/smash/record.jsf?

pid=diva2%3A1260221&dswid=7461

TITLE

AN ERROR ANALYSIS OF STUDENTS’ GRAMMAR IN WRITING (A Mix

Method at Darul Ulum, A Private Islamic Boarding Senior High School in

 PUERTO GALERA NATIONAL HIGH SCHOOL 9

Lhokseumawe)

ABSTRACT

The aim of the research is to find out the grammar errors which are

commonly made by the students of Darul Ulum Islamic Boarding Senior

High School in their writing and to find out the causes of grammar errors

which are commonly made by the students of Darul Ulum Islamic Boarding

Senior High School in their writing. This research uses a qualitative and

quantitative approach and its type is a mix study. The population is the

total object of the research. In this research, the population was all the

students of the first year students of MAS Darul Ulum in academic year

2015/2016, they are 120 students and divided into 56 male students and 64

female students. Result of the research from test most of the first year

students of MAS Darul Ulum Lhokseumawe made many errors in

grammatical aspects in writing, a high percentage of errors was found in

one out of three categories. The highest error category was tense errors.

They occurred 88 errors, while article is 19 time of errors and sentence 10

of errors. Total of all errors found in these three categories are 117 errors

occurring in whole categories. Moreover, the students felt difficult in

getting ideas to begin free writing. The causes of errors were made by the

students because of lack of interactive facilities is one of the problems to

develop interactive classroom activities. The errors made by students

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were influenced by their mother tongue, and were also caused by the

difficulties of the students in learning the second language.

KEYWORDS:

REFERENCE (URL)

https://ejournal.bbg.ac.id/geej/article/view/828

REVIEW OF RELATED LITERATURE (RRL)

Helmiyadi. (2018). AN ERROR ANALYSIS OF STUDENTS’ GRAMMAR IN

WRITING : (A Mix Method at Darul Ulum, A Private Islamic Boarding Senior

High School in Lhokseumawe). Getsempena English Education Journal ,

5(2), 65-73. https://doi.org/10.46244/geej.v5i2.828

Björkegren, David. (2018). Inter- and intralingual errors in Chinese

students' compositions: A case study. DIVA. Faculty of Arts and Social

Sciences. Department of Language, Literature and Intercultural Studies

Linguistics. 1-31 https://kau.diva-portal.org/smash/record.jsf?

pid=diva2%3A1260221&dswid=7461

TITLE

An Analysis of Grammatical Errors on Students' Writing.

ABSTRACT

Grammar error were analyzed based on the surface strategy by Dulay,

 PUERTO GALERA NATIONAL HIGH SCHOOL 11

Burt, Krashen. Omission, addition, misformation, and misordering, known

as the four types of grammatical error. There were 27 students that

become the subject of the study. The purpose of this study is to identify

and describe the dominant types of grammatical errors on students

writing. The result of the research showed that the number of errors

occurred was 810 errors. The biggest percentage of errors is omission

error with the percentage of 37%, followed by addition error with a

percentage of 30% , while the misordering errors become the lowest errors

with the percentage of 1%. The factor causing errors were carelessness

(73%), first language interference (61%), translator (67%) teachers

explanation and students, incomprehension about grammar, based on the

result of the data, the more factor face by the student, more frequency of

error in writing occurred therefore, the teacher should recognized the

student error encourage the student learn grammar.

KEYWORDS:

Grammatical error, students, writing

REFERENCE (URL)

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Quantitative+research+about+grammatical+error

s+in+writing+research+paper&btnG=#d=gs_qabs&t=1668938866078&u=

%23p%3DH5523lywWGsJ

REVIEW OF RELATED LITERATURE (RRL)

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Kumala, B., Aimah, S., & Ifadah, M. (2018). An Analysis of Grammatical

Errors on Students' Writing. English Language and Literature International

Conference (ELLiC) Proceedings, 2, 144-149.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=Quantitative+research+about+grammatical+error

s+in+writing+research+paper&btnG=#d=gs_qabs&t=1668938866078&u=

%23p%3DH5523lywWGsJ

TITLE

Analysis of Grammatical Errors in English Writing Made by the

Undergraduate Level Students

ABSTRACT

This study sought to examine the grammatical faults made by

undergraduate Writers in English. The universal and global tongue,

English is extensively taught and studied as a second language in

Pakistan. Writing is regarded as the most significant pf all the linguistic

abilities in English. Since most assessment are Written-based and the

whole education process is focused on the students’ Writing Abilities. To

take part in the data gathering process for the current study, students

from the college level were randomly selected. After the survey was filled

out by students and used to gather a variety of data about errors un

Writing English, it was analyzed using Ms. Excel and SPSS. The findings

showed that all Pakistani undergraduate students are not distinguishable

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from one another. Lastly there is no appreciable variation between

understudies in Pakistan who are male and female.

KEYWORDS:

Grammatical Error, Error Analysis, English Writing, Undergraduate

REFERENCE (URL)

https://www.researchgate.net/publication/

348152932_ANALYSIS_OF_GRAMMATICAL_ERRORS_IN_ENGLISH_WRITI

NG_MADE_BY_THE_UNDERGRADUATE_LEVEL_STUDENTS

REVIEW OF RELATED LITERATURE (RRL)

Irfan, F., Khan, A., & Saleem, M. (2018). Analysis of Grammatical Errors in

English Writing Made by the Undergraduate Level Students. Al-Qalam,

23(1), 495-502.

https://www.researchgate.net/publication/348152932_ANALYSIS_OF_GRA

MMATICAL_ERRORS_IN_ENGLISH_WRITING_MADE_BY_THE_UNDERGR

ADUATE_LEVEL_STUDENTS

TITLE

An analysis of students’ Grammar mastery in writing recount text

ABSTRACT

The aim of this study is to figure out the students’ capacities, grammar

mastery, and how they make grammar errors connect in recount text. The

instrument used is a writing test. This study used a mixed method. Using a
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sampling approach, the 30 tenth-grade students of one of the public senior

high school in Gowa Regency, South Sulawesi, Indonesia, were chosen

randomly. This study showed the school determined which samples met

the minimum competency criteria. The applied grammar sample in recount

text include simple past tense, past perfect tense, past continuous tense,

past future tense, verb conjugation, and auxiliary verb. Most of the errors

in the students’ recount text were caused by intra-lingual errors. This

happens because students may lack knowledge and experience of English

grammar. Therefore, while producing recount text, the student should

improve their writing skills.

KEYWORDS:

Error Analysis, Grammar mastery, Recount text

REFERENCE (URL)

https://www.semanticscholar.org/paper/An-analysis-of-students

%E2%80%99-Grammar-mastery-in-writing-Agustam-Salija/

78076ac2c67cd357b0aa4f8756fe7e42bf1a669e

REVIEW OF RELATED LITERATURE (RRL)

Agustam, A., Salija, K., & Talib, A. (2022). An analysis of students’

Grammar mastery in writing recount text. International Journal of

Humanities and Innovation, 5(1), 15-19.

https://doi.org/10.33750/ijhi.v5i1.141

TITLE
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Evaluation Protocol: Grammar and Writing Research Project

ABSTRACT

This GWRP will evaluate the effectiveness of the manualised Englicious

approach to teaching grammar with the aim of improving pupils’ writing.

Englicious is an innovative web-based approach to grammar teaching. It

has not yet been subject to an experimental trial of its effectiveness. We

propose a randomised controlled efficacy trial as the most robust and

appropriate method to test the effectiveness of this teaching intervention.

The aims of the project are, a) to contribute to the knowledge base in

relation to the ways in which the teaching of grammar affects pupils’

writing; b) to support teachers in relation to the teaching of writing

required by the National Curriculum in England, and c) to bring new

evidence to the attention of policy makers who are responsible for the

teaching of English, and specifically grammar, in the National Curriculum.

The overarching mixed methods research design includes both

quantitative and qualitative work with complementary aims.

KEYWORDS:

REFERENCE (URL)
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https://www.researchgate.net/publication/

338067648_Evaluation_Protocol_Grammar_and_Writing_Research_Project

REVIEW OF RELATED LITERATURE (RRL)

Anderson, J., Wyse, D., Aarts, B., Dockrell, J., Torgerson, C.,

Sing, S., Manyukhina, Y., & Cushing, I. (2019). Evaluation Protocol:

Grammar and Writiing Research Project.1-16.

https://www.researchgate.net/publication/338067648_Evaluation_Protocol_

Grammar_and_Writing_Research_Project

TITLE

Error Analysis of using Auxiliary Verbs in Writing Descriptive Text

ABSTRACT

Grammar is complexity in learning English it makes many students often

commit errors in learning. Making errors in writing is one of the processes

for learning English .The aim of this research was to describe the

students’ errors and its causes in using auxiliary verbs in the sentences.

In this research, the writer limited the discussion on the error made by the

students in using auxiliary verbs. The design of this research was

quantitative approach in a form of descriptive analysis (percentage) that

included observation, collecting the data the researcher used test as the

instrument. The writer conducted the research to 31 students in first

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semester of English Literature in academic 2021/2022. The data were

analyzed by using error analysis method. The error types were classified

based on linguistic category, especially surface strategy taxonomy. The

writer classified the types of error into omission, addition, misformation,

and misordering. Among those four types, the most frequency error was

misformation that reached 102 errors or 61.44% . the other finding was the

sources of error which are divided into three categories. Those are

interlingual errors, intralingual errors, and communicative strategies.

Communicative strategies errors is the most common source of error,

there were 45.78%.

REFERENCE (URL)

https://www.semanticscholar.org/paper/ERROR-ANALYSIS-OF-USING-

AUXILIARY-VERBS-IN-WRITING-Sembiring-Sibarani/

0ebe290023825659be9ad88bb89f0f5a7a63ce7a

REVIEW OF RELATED LITERATURE (RRL)

Sembiring, R., Sibarani, A., & Mangaraja, J. (2021). Error Analysis of using

Auxiliary Verbs in Writing Descriptive Text. Journal of English Education

and Teaching, 5(4), 556-566. https://doi.org/10.33369/jeet.5.4.556-566

TITLE
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Grammar-Focused Writing Instruction to the Students' Writing Recount

Text

ABSTRACT

In learning English, the students often make some problems while building

a recount text. One of the problems causing it is that the teacher might use

the old teaching method. This research aimed to examine the effect of

grammar-focused writing instruction on the tenth-grade students' writing

recount text at one of the Senior High School State at Kabupaten

Tangerang. The research method used in this research was a quantitative

method with a quasi-experimental design by using a non-equivalent

control group design. The population of this research was 460 tenth grade

students. The sample of this research was taken from two classes that

were chosen by using Simple Random Sampling. There were X IPS 4 as

the control class and X IPS 5 as the experimental class. The normality test

result showed that the data is normally distributed, and the homogeneity

test result showed that the variants belong to a homogeneous population.

The analysis results of post-test by using t-test (The Pooled Variance

Model T-test) were obtained data that t-count = 4,37 and t-table = 1,99 with

significant level ɑ = 5% or 0,05. From the post-test calculation result, H0 is

rejected, and H1 is accepted. To sum up, there is a significant effect of

students' writing recount text between students in the experimental class

who were taught by using grammar-focused writing instruction and

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students in the control class who were taught by using the conventional

method.

KEYWORDS:

REFERENCE (URL)

https://www.semanticscholar.org/paper/Grammar-Focused-Writing-

Instruction-to-the-Writing-Safitri-Suharti/

10d25aad1ccdeaff27bea4bf482ca73e807d0f47

REVIEW OF RELATED LITERATURE(RRL)

Safitri, A., Suharti, D., & Suhendar, A. (2020). Grammar-Focused Writing

Instruction to the Students' Writing Recount Text. Journal of English

Education Studies, 3(2), 62-69. https://doi.org/10.30653/005.202032.59

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