UNIVERSITY OF THE EAST – MANILA

GRADUATE SCHOOL

ENHANCING ACADEMIC WRITING: AN ERROR ANALYSIS

OF ESSAYS AS BASIS FOR SUPPLEMENTARY

WRITING LESSONS MODULE

Research Proposal

Presented to

the Faculty of the Graduate School

University of the East – Manila

In partial fulfillment

of the requirements for the subject

GRR 7502 Research Methods across Disciplines

JOHN PATRICK S. PAKIT

Master of Arts in Education

Major in English as a Second Language

2023
 TABLE OF CONTENTS

Table of Contents II
List of Figures III

Chapter 1: Introduction 1
Background of the Study 1
Statement of the Problem 3
Significance of the Study 3
Scope and Limitation 4

Chapter 2: Review of Related Literature and Framework of the Study 6

Related literature and studies 6
Synthesis 16
Theoretical Framework 17
Conceptual Framework 18
Definition of Terms 19

Chapter 3: Research Design 20

Research Design 20
Research Locale 20
Population and Sampling 21
Research Instrument 22
Data Gathering Procedure 22
Data Analysis 24

References 25

II
 List of Figures

Figure 1: Conceptual Framework 18

Figure 2: Image and Location of UE Caloocan 21
Figure 3: Percentage Formula 24

III
 CHAPTER 1

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, the significance of the study,

and the scope and delimitation of the study.

Background of the Study

Language is one of the pivotal studies a learner must be able to acquire. From

Chomsky’s study on first language (L1) acquisition to Krashen’s theory of the 5

hypotheses to second language (L2) acquisition, studies have been made to

continuously explore gaps in language studies (Hulin & Na, 2014; Aljumah, 2020). In the

Philippines, the enhanced basic education curriculum or the K to 12 provides a spiral

progression of language study, specifically the learning of the second language which is

English. The English subjects are based on the K to 12 Language Arts and

Multiliteracies Curriculum where it develops learners’ communicative competence

(Department of Education, 2016). This competence has two (2) subsets where it

includes grammatical or linguistic competence where it focuses on “the acquisition of

phonological rules, morphological words, syntactic rules, semantic rules, and lexical

items;” and, the discourse competence which focuses on how ideas are connected

through the properties of organization, coherence, and cohesion (Department of

Education, 2016, p. 6). Linguistic and discourse competences are anchored to the

development of the macro skills, reading, listening, writing, and speaking. In the Senior

High School level, the macro skills are further developed in the subjects of Oral

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Communication in Context, Reading and Writing Skills, English for Academic and

Professional Purposes, and the Research classes (Department of Education, 2016;

Roxas, 2020). Yet, among the macro skills, writing is considered as a challenge for both

teachers and learners (Catabay, 2023). Kampookaew (2020) also notes the difficulty of

mastering the writing skill for L2 learners. Moreover, Widya and Wahyuni (2018, as cited

in Alova, C. & Alova, I., 2023) describe writing as “the most difficult” since content in and

process of writing are focused. Furthermore, Catabay (2023) points out that writing has

been a developing issue since students have difficulties in writing compositions. In

addition, there is a difficulty in the use of grammar, whether it is relating to “form,

function, and meaning of a grammatic feature (or a combination thereof)” (Alhaysony &

Alhaisoni, 2017, p. 190). And, Roxas (2020) concluded that grammar and mechanics

are “major concerns” in writing, as well as, the difficulties in identifying and correcting

errors (p. 17). Errors committed in writing has been the center of studies over the years.

Corder (1975) names it as error analysis as it uses the learner’s mistakes in developing

a “scientific approach” in the teaching of the language. Also, these errors are coined as

“mistakes” which are bases of what could be an effective strategy in “language

instruction” (Corder, 1971). Alsher (2021) concludes that these mistakes may be “a

result of L1 interference, while others are due to L2 itself” (p. 623). Interferences is the

“use of a language while speaking another” (Richards, 1971). It can be said that it may

be evident that the acquisition of the writing skill is difficult because of the language use

of learners and medium of instruction used (Selinker, 1972, as cited in Lennon, 2009).

Hence, this research is conceptualized to help students in the development of the

writing skills. Shen (2012) proposes teachers to have “practical and effective” strategies

2
in instruction in improving the grammatical competence and grammar knowledge of

students. Likewise, Chin (2000, as cited in Singh et al., 2017) suggests grammar

instruction can be integrated in writing instruction. And, with the use of error analysis in

language, the analyses of the errors, or “mistakes” as Corder (1971) names it, would be

a tool in determining the grammar lessons that can be integrated in writing lessons.

Thus, this study will evaluate students’ errors in essays. Specifically, the errors

analyzed will be used as basis in determining lessons to be integrated in writing

instruction.

Statement of the Problem

The problem to be addressed in this study is how to improve the writing skills of

students based on the analysis and evaluation of errors in their essays. Specifically, it

will seek to answer the following questions:

1. What grammatical errors are committed in essays written by students?

2. What syntactical errors are found in the students’ essay?

3. What mechanical errors seen in the writings of students?

4. How frequent are the errors found in the students’ essay?

5. What are implications seen in the evaluation of students’ essay?

6. What proposed writing content is suggested based from the findings?

Significance of the Study

The aim of this study is to propose supplemental writing lessons based on the

evaluation of errors found in students’ essays. The use of error analysis is not to

3
determine the negative aspects in the use of the language, but use this as an

advantage in identifying the points of language study that is a problem for students.

Also, this will lead to a preparation of lessons catered to the students’ needs (Corder,

1967; Richards, 1971; Sompong, 2013). Likewise, this study will benefit the following:

Language educators, this will help teachers in determining the difficulties of

their students in writing. Likewise, they will be able to choose appropriate methods,

techniques, and strategies suited to the learners’ needs.

Curriculum developers, the research will benefit curriculum developers in

designing language curricula. As well as, they will be able to further improve the content

schedule and set a time where learners’ needs will be identified.

School departments, this paper will provide a proposal of supplementary

lessons in writing. Thus, schools may provide language programs such as English

enrichment classes to help students in their writing activities, especially to learners who

struggle with the lessons.

Future researchers, this study can be used as reference to future researches.

Moreover, this will be beneficial by contributing to the academic discussion of language

studies that aims for a proposal of language learning contents and interventions.

Scope and Limitation

This paper will focus on the analysis of errors made by students in the writing of

their essays. These errors will be categorized as grammatical, syntactical, and

mechanical errors. Furthermore, after the evaluation of these errors, these will be the

4
basis in the creation of the proposed content for supplementary lessons in a writing

class.

This study will not focus on the influences that made the students have errors in

their essays such as teacher factor or external factors that may have an impact to the

students’ development of their writing skills. Moreover, the paper will not delve to the

internal factors that may affect the learners’ writing skills such as motivation or individual

differences.

5
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND

FRAMEWORK OF THE STUDY

This chapter of the paper presents the review of related literature and studies,

the theoretical and conceptual frameworks, and the definition of terms.

Academic Writing and Error Analysis

The macro skill of writing has been a continuous study for learners. In the English

Curriculum guide, the key stage standard for grade 12 students states that “the learners

should be able to integrate communication and language skills for creating meaning

using oral and written texts, various genres, and discursive contexts for personal and

professional purposes” (Department of Education, 2016, p. 16). The lessons on writing

are taught through the principle of spiral progression, a language teaching principle that

increases the level of difficulty and sophistication. Likewise, Nunan (1989) determines

approaches in teaching writing. One is the product approach that highlights the “end

result” where the students’ output may be considered as good writing. Another is the

process approach where the teacher looks at the stages in the writing of a student. This

approach also determines where the teacher will provide intervention in each step of

students’ writing. Hence, it reflects the idea of writing as a complex process (Rasulova &

Attaullayeva, 2023). They also conclude that teachers may adjust their teaching

6
approaches in accordance to learners’ needs. This skill has been a continuous interest

in research, especially in delving with the errors that students commit in their outputs.

The study of learners’ errors begins with Lado’s (1957, as cited in Zaki, 2015)

Contrastive analysis (CA) hypothesis in second language acquisition. He claims that the

CA determines the extent of difficulty in acquiring a second language. The more

difference between a learner’s native language (L1) and the second or target language

(L2), the higher difficulty it will have for learning L2. However, CA has limitations. It only

assumes that errors are caused by the difference of L1 and L2, and it did not look on

other causes of the errors (Lennon, 2009). Also, errors are considered as a prediction

rather than a source of what may a teacher implement in the teaching-learning process.

Hence, as a point of contrast, Corder (1967) suggests the “significance of learner’s

errors.” These errors are evidence of what “a learner learned at a particular point in the

course” (Corder, 1967, p. 167). In addition, Corder used the term ‘error’ as the

systematic or recurring errors commit, while ‘mistake’ is used to refer to performance

errors which do not have significance in language learning. Hence, the hypothesis of

Error analysis (EA) which looks on how L2 learners acquire the second language.

Studying the ‘language learner language’ and the errors determine where learners are

in their “built-in syllabus” and what teachers need to supply further in the “external

syllabus” as prescribed by second language learning content (Richards, 1971; Corder,

1967, 1975 as cited in Lennon, 2009).

In identifying errors of students, it will be essential to know its category, so the

implications and the suggested supplementary lessons can be deduced from it.

Esmalde (2020) cites the surface strategy taxonomy proposed by Dulay et al. in 1982:

7
 Based on the surface strategy taxonomy, errors are classified into four types; 1)

Omission: errors are characterized by the absence of an item that must appear in

a well formed utterance. 2) Addition: as the opposite omission, this is

characterized by the presence of an item which must not appear in a well-formed

utterance. There are three kinds of additions in this class; double marking,

regularization, and simple addition. 3) Misformation: characterized by the use of

the wrong form of the morpheme or structure. There are three types of

misformation: regularization, archy, and alternating form and 4) Misordering:

errors are characterized by the incorrect placement of a morpheme or a group of

morphemes in the utterance (p. 787).

In the current study, the types of errors in the surface strategy taxonomy will be

helpful in categorizing errors made by students, especially in determining which among

the errors will be the possible suggested supplementary lessons to be proposed.

Moreover, Corder (1974, as cited in Lennon, 2009) listed the procedure or “the

five stages” in error analysis. It includes the “selection of a corpus of a language,

identification of errors in the corpus, classification of the errors identified, explanation of

the psycholinguistic causes of the errors, and evaluation of the errors” (Corder, 1974, as

cited in Lennon, 2009, p. 4.). These steps could be adapted in the study especially in

the method of analysis of errors of students’ essay.

To sum up, the CA and EA hypotheses in second language learning provide

steps in determining learners’ difficulty in language acquisition. But it differs on the

analysis of where the students at in language learning. In the present study, EA in

8
language learning is considered since it will determine students’ errors in writing which

in turn will be a basis for supplementary writing lessons.

Studies on Grammar Errors in Writing

Language researches that use EA in writing as its method mainly focus on

grammatical errors. The papers provide recommendations that may be helpful in the

present study.

Hidayat et al. (2020) used Carl James’ (1998) framework of grammatical errors in

analyzing the essays of high school students. Four students participated in this study

where they were identified to have an average grade for English language competence.

The paper revealed the seven grammatical errors observed in the students’ essay.

However, the recommendation was not able to include lessons on how grammar

instruction will be provided by teachers.

Likewise, Puspita (2021) used Dulay’s (1982) surface strategy taxonomy in

identifying errors in an argumentative essay. The study was participated by six

freshmen enrolled in an argumentative writing class. It was found that 30 errors were

seen in students’ writing where errors on misformation was noted with high frequency.

But, the paper was not able to provide implications of what could have been the cause

of the errors of the students. And, it did not state what should be done after identifying

the errors made.

9
 Also, in 2021, Widyasari, Ramendra, and Utami studied grammatical errors made

in the writing of cause and effect paragraphs. Students from two classes of English

Language Education participated in the study. The researchers used a mixed-method

design, though it seems that it was not detailed how quantitatively the study was

conducted. It concluded that teachers should use strategies that will help students

improve grammar. Yet, it did not reveal the strategies the teachers will use in the class

in helping the students.

Furthermore, Wulandari and Harida (2021) made a grammatical error analysis of

English Department students in their essays. The researchers used the method of error

analysis proposed by Ellis (1997). The steps comprised of identification, description,

explanation, and evaluation. From the 110 errors identified, 81 grammatical errors were

seen. Based on the findings, the participants’ native language, which is Bahasa

Indonesia, may be seen as a cause of the errors because some of the words and

grammatical rules do not have an English equivalence from the native language.

However, the study concluded by stating the importance of the study without providing a

clear recommendation on enhancing the students’ skills in grammar.

Sulaiman and Syahri (2022) delved on the grammar errors of students in

descriptive academic writing of students. In the study, 24 students and their respective

essays were the participants and the data collected respectively. The method used in

the study was based on the percentage error analysis and the surface structure

taxonomy which is the same method used in the research of Pupita (2021). Results

showed that the learners had grammar errors of omission, addition, misformation, and

misordering. The writers emphasized in the conclusion the teaching of simple present

10
tense which was identified in the errors of the participants. The writers suggested that

English teachers will be able to develop instructional materials in teaching writing skills.

However, it did not detail the basis or the content of the materials to use in the teaching

of writing.

A similar grammar error research was done by Mufidah and Islam (2022). The

researchers used Dulay’s theory of linguistic category as basis on the categorization of

errors. 10 students participated in the study where their writings were analyzed. It was

revealed from the findings that the omission error category has the highest frequency.

And, it was implied that the difference of the English language and the students’ native

language, Indonesian, is the possible cause of the errors. On the contrary, it showed no

recommended writing lessons that will support the errors of the students.

In a study of Anh et al. (2022), grammatical errors were analyzed using the

mixed methods of research. The data collected were 110 essays and the responses of

23 participants in an interview. Based on the analysis of the essays, errors on

preposition use have the highest frequency of 108. Likewise, the interview revealed that

the participants had not retained the grammar lessons, careless errors during the writing

process, and the problem of no English equivalence of the words from the native

language, Vietnamese. The study concluded that continuous studies should be

conducted to further enhance the teaching and learning process in writing instruction.

But, the study was not able to determine steps on how to support the learning of the

students.

Another error analysis of grammar use in writing was conducted in 2021 by

Zewitra and Fauziah. The errors were analyzed using a textual analysis anchored in the

11
theory of Dulay et al. The data used were five final projects. Findings showed that the

highest frequency of error are the category of misformation errors. In the

recommendations, one will be focused in the present study; it is to focus on the

mechanical errors. And, the proposal of an enhanced curriculum and other teaching

materials were mentioned in the study which is target output of the current paper. The

target output is the proposed lessons for writing classes.

Furthermore, Hartati, Yuliani, and Lesi (2023) conducted an analysis of writing

tests of 30 students. 76 errors were found in the students’ writing where 31 omission

errors were the most frequent. However, the study was not clear in providing the results

and discussion since it was not detailed and placed in a table the data collected.

Likewise, the conclusion was not able to provide a clear idea on what are the

implications of the findings and the recommendations.

In Sipayung and Benarita (2023), the grammatical errors of students were

examined using a qualitative analysis. The six types of grammatical errors were

observed from the descriptive texts of the selected students. The study suggested to

have remediation on the problematic errors. Also, it was recommended to extend the

scope of further studies such as exploring the syntactical errors of students. In this

present study, it will investigate the syntactical and mechanical errors in writing. In

addition, the suggested remediation can possibly be similar to the proposed output of

this paper.

Studies on Syntactical Errors in Writing

12
 Majority of language researches on error analysis focus on the grammatical

aspect of writing. However, in some researches, it explored the syntactical errors in

writing.

Sheng (2016) studied the composition of Chinese students. However, the study

lacked the presentation of the data analysis which the analysis of errors should be

based. Likewise, it concluded that a better teaching method should be used, but it was

not stated on how the improvement should be done.

In another study, 77 students’ descriptive writing were analyzed. It was revealed

that morphological and syntactical errors were observed. It was revealed that errors on

passive voice, tenses, noun phrase, auxiliary, subject-verb agreement, and determiner

were the identified syntactical errors. Findings show that the sources of these errors are

interlingual and intralingual factors (Gayo & Widodo, 2018). The study suggested to

have an intervention in lessening the errors, however, the means of making an

intervention for the students were not stated.

Talosa and Maguddayao (2018) also explored the syntactical errors made in

English as a Second Language (ESL) writing. The study used a descriptive-correlational

method. Descriptive was used to determine the profile, and correlational was utilized in

identifying the relationship of learner’s errors and writing experiences. It was revealed in

the analysis of errors that the syntactic aspect of writing that students have difficulty on

are tense, pronoun antecedent, faulty parallelism, subject-verb agreement, fragment,

fused sentence, and redundancy. The use of tense was determined to have the highest

frequency. It was revealed that the syntactic errors of students have a significant

relationship to the writing exposure of learners since they are less exposed to ESL

13
writing. Furthermore, the need for remediation activities were suggested by the

researchers. The proposal of activities can be linked to the present study since it aims

to create supplementary writing lessons.

In the research of Hellystia (2019), the 500-word essays of 200 students were

analyzed to determine the syntactic errors. Findings show that the misordering category

has the highest frequency. However, it was not specific on what language feature were.

The conclusion stated that the cause of these errors is both interlingual and interlingual.

Moreover, the problem on the English equivalence of the native language, Hindi, Oriya,

and Bengali, may be another reason because there are differences on rules. Likewise,

the activities and lessons are suggested which will be delved in the present study.

Hikmah (2019) also analyzed the English essay writing of 40 students. The

writings were evaluated and categorized into word, phrase, and clause errors. It was

noted that the phrase and clause errors are caused by the lack of understanding of

English grammar. And, it was identified that the difference of Indonesian grammar may

be a cause of these errors. In contrast, recommended supplementary lessons or

remediation was not stated which is the present study will explore.

In the research of Pasaribu et al. (2021), 10 English department student theses

were analyzed using the Dulay et al. (2018) framework in error analysis. The study used

a mixed method. Quantitative descriptive was used in determining the percentages of

the students’ errors. Likewise, qualitative descriptive was used in analyzing the errors of

the students. It was found that the use of verbs and prepositions have the highest

frequency of errors. However, this study also did not note the recommended actions

14
which is relevant to the study such as suggesting lessons for practicing the students’

writing skills.

Studies on Mechanical Errors in Writing

Error analysis researches mostly focus on grammatical categories. However, in

some studies, it explored the mechanical aspects of writing.

In 2018, Kongkaew and Cedar studied the online English writing of 230 Thai EFL

authors. It adopted surface structure taxonomy of Dulay et al. (1982) in categorizing the

errors. The omission category of the taxonomy was found out to have the highest

frequency of errors. However, it was also noted that mechanical errors have a big

number in the data collected. The authors listed the distribution of errors from the data:

spacing, capitalization or no capitalization, spelling or typographical errors, and

hyphenation. It was suggested to have an enhance English writing courses and

trainings for the students. This study will be a help to the current research since it will

explore the mechanical errors in students’ writing which is not included in most

taxonomies in language error analysis.

Another research focused on the grammatical and mechanical errors of students

with three levels of writing abilities, high, average, and low. Yuliah, Widiastuti, and

Meida (2019) used Corder’s (1974) steps in analyzing errors made by students. In the

findings, it was found out that errors in punctuations have the highest frequency,

followed by misspelled words, and capitalizations. The study suggested to have an

improved teaching methods and further writing exercises. The recommendation can be

15
adopted in the current study since it seeks to have a proposed supplementary writing

lesson.

Also, Oguan and Del Valle (2023) explored the written tasks of 12 student

journalists in analyzing grammatical and mechanical errors. The error analysis method

was used to analyze the data. In the findings of mechanical errors, it was recorded that

capitalization has the highest number of errors. Errors on punctuations followed then

spelling. It was suggested to adopt the analysis of errors in grammar and mechanics in

proposing a program for student journalists. The study also can be a basis of the current

paper in determining the supplementary lessons for a writing class. However, it must be

made clear through the analysis of what learning content should be included.

Catabay (2023) delved on the grammatical and mechanical errors of 70 students’

composition errors. The study was based on Corder’s (1974) model of error analysis.

Mechanical errors found were misspelling, which has the highest frequency, then the

lack of punctuation marks, and the errors on capitalization. It suggested to emphasize

writing lessons that will enhance students’ linguistic competence. Furthermore, it was

proposed to have remediation, especially with the grammatical difficulties. This paper

could also be a basis for the current study since there are less researches that focus on

the mechanical category in error analysis.

Synthesis

Writing is a complex process where most students have difficulties. Most

researchers use error analysis in language in order to recommend steps in enhancing

the teaching-learning process of the writing skill. Corder (1975) suggests the essence of

16
learning the errors of students in line with the pedagogical objectives in studying the

errors. The analysis will point what needs to be treated with the problems, then, provide

an explanation of the remediation to be conducted. Also, this analysis looks at the

importance of the errors made. Formally, researchers on this method use the term

mistake to refer to the lapses made which does not make a significance with language

learning. However, the use of the term error refers to the actual difficulty to language

learning of the students takes place (Corder, 1967; Corder, 1975). Hence, the current

study will use this method in order to determine the proposed learning support in writing.

Furthermore, researchers use error analysis in the continuous development in the

teaching and learning of writing. Most researches focus on the grammatical aspects. In

the findings, common implications of these errors come from the difference of language

rules with the native language (L1) and English (L2). However, there are less studies

that focus on the syntactical and mechanical features of writing. Thus, the current study

will explore the grammatical, syntactical, and mechanical errors in the writing of

students. Also, the studies’ conclusion states the suggested action of having an

improved writing lesson, without the actual output. Hence, this research aims to propose

the supplement writing lessons as an enhancement of the writing instruction of

teachers.

Theoretical Framework

Development of learning content and instruction are commonly based on the

learners and their performance. Studies have been made to continuously improve the

teaching-learning process of second language learning. In this study, the error analysis

17
theory will be applied in the evaluation of students’ essay in improving the teaching of

writing. Corder (1967) describes the difference between the mistakes and errors made

by learners. Mistakes make no significance in language learning while the “errors” are

evidence of learning and determines the point where the students are in their “built-in

syllabus.” Moreover, in 1975, Corder identified the method in error analysis. In making

studies anchored to this theory, qualitative data are needed in specifying the “linguistic

classification of the error” and quantitative data for the “relative frequency of each type

of error” (Corder, 1975, p. 205). Furthermore, the method begins with the classification

of errors, where mistakes and errors should be distinguished. Then, evaluation of the

errors; this determines the gravity of the errors identified. Lastly is the explanation of

errors. It identifies the underlying reasons why learners commit the language errors; it

may be interlingual, intralingual, or a result of faulty teaching techniques or materials.

Conceptual Framework

18
 Figure 1 Conceptual Framework

In figure 1, it presents the graphical representation of the research process.

Student’s essay will be collected as it will be used in the error analysis and evaluation.

These essays will be analyzed using the procedure of error analysis in language in

determining the grammatical, syntactical, and mechanical errors. Also, the frequency of

errors will be determined in the analysis of the essays. Then, implications of the errors

will be identified where the suggested supplementary writing lessons will be based from.

After the analysis and evaluation of the student essays, the proposed supplementary

writing content will be designed.

Definition of Terms

19
 This part of the research offers the working definition of variables, sub-variables,

difficult terms, and jargon that are presented in this research.

Grammar refers to the system of elements and of the rules in language (Rowe &

Levine, 2016). In this study, it will describe the errors made which is considered as

grammatical. Some examples are subject-verb agreement, pronoun-antecedent, verb

tenses etc.

Interlingual errors are results of the language interference from the mother tongue

(Corder, 1975). In this study, it will describe the possible reason why learners commit

language errors.

Intralingual errors are the results of the language learning process (Richards,

1971, as cited in Corder, 1975). These errors are committed by language learners

during the process of language learning, and the mother language does not have any

influence to these errors.

Mechanics is the set of conventions on how to spell, abbreviate, punctuate, and

capitalize in a composition (Barrot, 2020). In the study, it will determine the mechanical

errors made in essays.

Syntax is the linguistic feature of language that describes the arrangement of words

and morphemes in a sentence (Rowe & Levine, 2016). This includes the types of

sentences, clauses, and phrases. In the study, it will identify the syntactical structures

that are errors in the students’ writing.

CHAPTER 3

20
 RESEARCH DESIGN

This chapter includes the research design, research locale, population and

sampling, research instrument(s), the data gathering procedure, and the plan for the

data analysis.

Research Design

The purpose of this study is to evaluate student’s essays by identifying the errors

observed as basis in proposing a supplementary writing lessons module. Hence, the

study will adapt a mixed method research design. Creswell and Creswell (2018)

describe mixed methods as the integration of both quantitative and qualitative data.

David (2020) defines descriptive statistics as the process of classifying, organizing, and

summarizing observable numerical data from a sample. Thus, it will be used in

determining the frequencies of errors in writing from the data collected. Likewise, error

analysis will be used for the qualitative aspect of the study. Atmorwadoyo (2018)

describes error analysis as a language study used in determining linguistic errors made

by second language learners. And, it is anchored with the studies of Corder (1975) and

Richards (1974) focusing on language errors of second language learners.

Research Locale

The study will be conducted in the University of the East Caloocan campus.

Specifically, it will be implemented in the Senior High School level of the Basic

Education Department where the researcher is a faculty member. This institution was

chosen because of the direct contact with the possible participants of the study. Every

21
semester, there is an offered writing subject in the Senior High School level, thus, the

accessibility of the data to gather. Moreover, the researcher is a writing teacher where

the output of this study will be used in the conduct of enrichment classes for writing

subjects.

Source: Facebook Page Source: Google Maps

Figure 2 Image and Location of UE Caloocan

Population and Sampling

The target participants of the study will be students. Thus, this paper will adapt a

non-probability sampling, specifically, convenience sampling. Quinlan (2011) describes

convenience sampling as the technique the researcher uses where the participants are

easy to engage with. In the study, the participants will be the students of the researcher

in a writing class. A total of 40 students will be the target population where the students

are from the Humanities and Social Sciences strand with the section of HUMSS 11-2.

Hence, it will be expected that the sample writing compositions will come from the 40

students identified.

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Research Instrument(s)

The research instrument to be used in this study will be adapted from the paper

of Esmalde (2020). With the similar purpose of identifying the errors in students’ writing

composition, the tabular summary of errors will be used visually represent the findings

of the study. However, a modification will be done to align it with the errors focused in

the study namely, grammatical, syntactical, and mechanical errors. This table will be

used in the evaluation of students’ essays and identification of the errors.

Moreover, the instrument will undergo review and validation. The validators of

the instrument will be two lecturers from the University of East Graduate school. The

lecturers handle subjects of the English as a Second Language major of the Master of

Arts in Education program. A letter of request for validation will be sent to the lecturers

through electronic mail with the attached instrument and validation sheet. Once the

request has been accepted and returned, the suggestions for revision will be

considered.

Data Gathering Procedure

The study will need a questionnaire for the purpose of profiling the target

participants of the study. It will identify the age and gender of the students. Moreover,

the data needed for the study will be writing compositions of the students. The purpose

of the study is to evaluate student’s essays as basis for the supplementary writing

module. Hence, the student’s essay will be analyzed in accordance to the language

theory of error analysis as proposed by Corder (1975). The collected essays will be

23
subjected for evaluation which will determine the errors, the implications of the study,

and the output at the end of the paper.

The study will follow these steps:

Preparation. Upon the completion of the proposal, the research instrument will

be ensured of its validation and ethical checking. Likewise, the preparation of the

needed documents such as letter of approval and consent letter for data privacy will be

secured.

Approval. The letter of the approval to conduct the data collection of the study

will be submitted to the office of the Basic Education Department of the University of the

East Caloocan. Once approved, the collection of data will be administered to the target

key participants.

Data consent. A letter of consent for data privacy will be distributed to the

target participants. A discussion will be made in accordance of the purpose of the study

and the expected outcome after the completion of the research. Once the consent letter

is signed, the data collection for the study will be administered.

Essay administration and collection. The administration of the study will be

conducted during the weeks 11 to 12 of the English for Academic and Professional

Purposes class. During this week, the topic will focus on Writing a Reaction Paper,

Review or Critique. The target activity for this lesson will be an individual writing of an

objective critique of a film. For week 11, the discussion of the topic will be done as well

as a completion of an outline as a pre-writing activity. Then, on week 12, the writing of

the reaction paper will be done by the students where at the end of the week is the

completion of the paper. It will take two weeks for the collection of the writing

24
composition of the students. These writing will be submitted in Canvas, the Learning

Management System of the university.

Error analysis methods. After the essays has been compiled in the Canvas

LMS, error analysis methods of Corder (1975) will be followed. First, errors will be

identified in the students’ essays. Then, the classifications of errors will be determined.

Also, it will quantify the number of errors committed in each category by tabulating the

frequencies of the errors. Afterwards, the evaluation of the errors will be done to explain

the implications from the errors identified and will draw the conclusion for the learning

content to be included in the supplementary writing module.

Data Analysis

This study will adapt a mixed method research design; thus, it will consider

quantitative and qualitative data. For the quantitative data, descriptive statistics will be

used. The frequency of errors will be identified, then it will be placed in a table including

the percentage. The percentage will be computed following this formula:

Source: https://statisticsbyjim.com/basics/how-to-calculate-percentage/

Figure 3 Percentage Formula

Likewise, for the qualitative data, this will be gathered from the errors in the

essays of students. Coding will be used in the classification and analysis of errors in

students’ essay. It is the process of organizing data then identifying the recurring

themes (Creswell & Creswell, 2018). In the study, the errors will be identified then

25
classified according to the error classification as proposed in the surface strategy

taxonomy of Dulay (1982).

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