Interlingual Error Analysis in the Persuasive/Argumentative Essay of Grade 10 Students of Talipan National High School: Basis for Argumentative Writing Enhancement Program (AWEP)

Abstract

INTRODUCTION

Writing is one of the most difficult language skills to master as it requires various rules and conventions that lead to the commission of errors especially to the non-native speakers of the language.

The commission of errors is one of the basic problems faced by the researcher as a Grade 10 Language teacher. As part of the writing process, learners have committed errors in terms of various features of the interlingual error taxonomy. The frequency of errors committed are addition, omission, disordering and substitution.

METHODS

The study employed a descriptive survey using the documentary analysis using textual analysis method of research. The researcher used the writing task to gather significant data in terms of written errors committed by Grade-10 students. The quantitative method of descriptive design used to describe a number of occurrences of errors committed among students' output focusing on the argumentative essay. The study was conducted in Talipan National High School, Brgy. Talipan, Pagbilao, Quezon. There were 90 students from 9 sections of G-Each represented by 10 respondents with the theme of the essay "Earth Conservation”. Written works were assessed considering the linguistic components.

RESULTS

The percentage distribution of frequency of occurrences of students' error in the essay was used. Among the errors, substitution topped the list with 735 times or 34. 65% followed by addition with 721 times or 33. 99%. Next was omission with 468 occurrences or22. 07% while disordering placed at the fourth rank with only 197 times or 9.29%.

DISCUSSIONS

The common writing errors such as substitution, addition, omission, and even disordering is caused by first language interference and inadequate target language learning. Writing teachers may not only detect and describe the errors from linguistic aspect but also to understand the psychological reasons for the occurrences. Supplementary grammar instruction maybe organized through the inductive method and remedial exercises through reading passages which contains the existing structure students are acquiring. Learners maybe trained to work on their error through peer and self-editing activities to provide opportunities to track errors by themselves or collaboratively. Thus, the propose argumentative writing enhancement program may be used by the school to improve writing skills.