User-friendly Error Guide in Creative Writing

Abstract

INTRODUCTION

This study dealt with error analysis in writing composition in Creative Writing classes, which was the basis in the preparation of a proposed remediation material. This attempted to: (1) identify the common error committed by the students in Creative Writing; (2) categorize the type of error that the students frequently committed in terms of mechanics, usage, grammar, and organization; (3) develop a user-friendly error guide to avoid errors; and (4) evaluate the user-friendly error guide by experts in terms of content, style, structure and development of ideas.

METHODS

Respondents were chosen using purposive sampling. It utilized the descriptive method of research to describe the error analysis in writing. The frequency distribution and percentage were used to determine the most common errors committed in writing. To determine the acceptability of the proposed remediation material according to content, style, structure, and development of ideas, the weighted mean was used.

RESULTS

The study revealed that the common errors committed by students taking Creative Writing are the use of verbs and misspelling. Errors on the use of punctuation marks, incorrect verb forms, misspelled words, and incorrect word choice is common under mechanics, grammar, usage, and organization, respectively. From errors committed by the students, the use of verb forms is the most common followed by the error in using the verb tenses and misspelled words. There are also cases that the respondents have unclearly written the words in mechanics and the use of space and incorrect margin are also seen. In terms of grammar, verb forms, verb tenses, subject-verb agreement, and missing verbs occurrences are attributed.

DISCUSSIONS

The User-Friendly Error Guide consists of different stages or steps that can be used by the students taking Creative Writing. The study further revealed that the teacher-respondents rated the proposed remediation material as highly acceptable according to the accuracy of the content, clarity, learning activities, and appeal. Finally, the researcher recommended the following: (1) instructors may consider allotting amount of time discussing the verb system; (2) instructors may create activities that will enhance the knowledge of the students about the different parts of speech; (3) students may continue reading more resources for them to learn new words and check on the correct spelling of words; and (4) school administrators may provide manuals as guides for teachers to correct errors.